Supporting Philosophy, Theology,
Please note that as of the 1st of August 2011 the Subject Centre for PRS entered a 5 month transition phase prior to its closure on the 31st of December 2011. Most pages on this website are no longer being updated, apart from resources from the last academic year's activities.
Philosophy Resources
On Teaching Political Philosophy through Original Texts
Jerry Spring
Discourse Volume 5 Number 1
This paper reports on a project that successfully introduced second-year university students to political philosophy through reading, discussing and writing about classic texts.
Weaving Philosophy into the Fabric of Cultural Life
David Rose
Discourse Volume 9 Number 1
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.
Teaching Philosophy Historically: the Case of Personal Identity
David Evans
Discourse Volume 7 Number 1
This article discusses how best to teach the history of philosophy, with particular reference to personal identity.
Pete Worley
Discourse Volume 9 Number 1
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.
Undergraduate Philosophy and the Corruption of the Youth
Peter Rogers
Discourse Volume 6 Number 2
This articles looks at the accusation levelled at Socrates that philosophy correupts the youth, and what this means in today's undergraduate teaching.
James Garvey
Discourse Volume 10 Number 1
This article reports on a project looking at education for sustainable development (ESD) in philosophy and history and philosophy of science programmes.
The Value of Studying Philosophy for PG Research Students in Nursing
Stephen Timmons, Alastair Morgan, Alison Edgley and Jennifer Park
Discourse Volume 9 Number 1
This article discusses a compulsory module for postgraduate students in the School of Nursing at Nottingham University, 'Philosophy of Social Science'.
Teaching the Philosophy of Aquinas
Linda L. Farmer
Discourse Volume 5 Number 1
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.
Keith Crome, Ruth Farrar and Patrick O'Connor
Discourse Volume 9 Number 1
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.
Making Connections: Some Initial Thoughts on Communication, Constructivism and Formative Assessment
Philip Tonner
Discourse Volume 8 Number 2
This paper suggests some ways in which a concern with communication as a central dimension in teaching connects to the constructivist paradigm of learning.
Stephen Timmons
Discourse Volume 9 Number 1
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.
Ioannis S. Christodoulou
Discourse Volume 5 Number 1
This paper explores the non-transparent dynamics of the academic teaching of ethics.
Brendan Larvor and John Lippitt
Discourse Volume 9 Number 1
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.
Nick Jones
Discourse Volume 9 Number 1
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.
AAPT and APA Conference: Report on Graduate Teaching Seminar
Duncan Watson
Discourse Volume 6 Number 1
This report outlines the experience of one postgraduate who attended the AAPT and APA Conference Graduate Teaching Seminar in the USA.
Reflections on Collaborating with SEN Experts
Keith Crome
Discourse Volume 6 Number 1
This article gives the experience of one philosophy academic in working with a special educational needs specialist in order to develop and implement dedicated pedagogic strategies that would both enrich SEN students' educational experience and enhance their academic performance.
David Mossley
Discourse Volume 5 Number 1
This is a transcript of an interview conducted with Professor Jonathan Lowe.
Philosophy engines: technology and reading/ writing/ thinking philosophy
Annamaria Carusi, Oxford e-Research Centre, University of Oxford
Discourse Volume 8 Number 3
This paper considers how various technologies are affecting the teaching and learning of philosophy, as integral aspects of what it is to do philosophy, that is, its epistemic practices.
George MacDonald Ross
Discourse Volume 5 Number 1
This article looks at Kant's approach to teaching philosophy, and relates what he says to current theories of good practice in university education.
Why medical ethics should not be taught by Philosophers
Christopher Cowley
Discourse Volume 5 Number 1
This article argues that medical ethics should not be taught by philosophers.
Gerald J. Erion
Discourse Volume 5 Number 1
This paper looks at strategies for dealing with student relativism in the classroom.
Stuart Hanscomb
Discourse Volume 6 Number 2
This article looks at the contribution of the philosophy-based core courses of Glasgow University's Crichton Campus to the eduational aim of personal development.
Text-Based Teaching and Learning in Philosophy
Keith Crome and Mike Garfield
Discourse Volume 3 Number 2
This article addresses the role of text-based teaching and learning in philosophy.
Plagiarism in Philosophy: Prevention Better than Cure
George MacDonald Ross
Discourse Volume 3 Number 2
A paper suggesting how to avoid plagiarism through teaching methods in philosophy.
Practical Suggestions for Teaching Students to Think for Themselves
Anne Gunn
Discourse Volume 4 Number 1
This article concentrates on practical techniques that I have developed to encourage independent thinking in ‘A’ level philosophy classes, some of which can, I think, equally be employed when teaching undergraduates.
The Case for Teaching Syllogistic Logic to Philosophy Students
Brendan Larvor
Discourse Volume 4 Number 1
Reflections on the teaching of logic to undergraduates.
On Written Dialogue as Form of Assessment
Marije Altorf
Discourse Volume 10 Number 1
This article discusses a project on the written dialogue as form of assessment, which has been sponsored by the Subject Centre for Philosophical and Religious Studies.
Teaching Critical Thinking Beyond Philosophy
Stuart Hanscomb
Discourse Volume 10 Number 1
This article is about the practicalities of teaching critical thinking to a varied undergraduate audience. Ostensibly it is the case study of a particular course that the author has taught on and helped develop over several years, but its fundamental aim is to contribute ideas about how we might generally approach the teaching of critical thinking 'beyond philosophy'.
Some Perplexities of Teaching Philosophy Online
Annamaria Carusi
Discourse Volume 5 Number 2
This article outlines how online discussion can be used as a way of developing and enhancing students' higher order cognitive skills and argumentational skills.
Taking Philosophical Dialogue Online
Annamaria Carusi
Discourse Volume 3 Number 1
This article discusses a project that aimed to explore whether new technologies are useful for teaching philosophy.
Using Independent Study Groups with Philosophy Students
Katherine Hawley
Discourse Volume 2 Number 1
Report on project on using discussion groups in the study of philosophy.
Enhancing Academic Achievement among Philosophy Students
Yvonne Bremer et al
Discourse Volume 6 Number 1
This article outlines the methods and results of a project on the challenges posed by the increasing number of students with special educational needs (SEN), dyslexia in particular, in higher education.
Some Reflections on Recent Philosophy Teaching Scholarship
John Sellars
Discourse Volume 2 Number 1
Discussion piece by the PRS-LTSN academic reviewer of philosophical pedagogical research.
Teaching Philosophy to Non-Philosophy Students: The Example of Architecture and Town Planning
Nigel Taylor
Discourse Volume 3 Number 1
Reflections by a philosopher teaching undergraduates and postgraduates within a school of planning and architecture.
Introductory Formal Logic: Why do we do it?
Helen Beebee
Discourse Volume 3 Number 1
A report on a project investigating the pros and cons of formal logic training as part of a first year undergraduate degree.
Why Shouldn't Philosophers Teach Medical Ethics?
Andrew Fisher
Discourse Volume 6 Number 2
In this article the author argues that, contra the view put forward by Christopher Cowley, medical ethics should be taught by philosophers because of the transferable skills they impart to medical students.
Inclusion of Ethnic Minorities in Philosophy A-Level at an FE College
Sally Latham
Discourse Volume 9 Number 1
This article looks at issues of inclusion and diversity in philosophy A level.
Specialisation, Postgraduate Research and Philosophical Eclecticism
Ian James Kidd
Discourse Volume 7 Number 2
A discussion of the advantages and disadvantages of increasing specialisation during the development of academic careers.
Creativity and Enjoyment in Philosophy Teaching: Lessons From Adult Education
Andrea Kenkmann
Discourse Volume 7 Number 2
This paper describes some of the differences of teaching in adult education and higher education. It is argued that higher education in general seems to be more reluctant to incorporate strategies of active learning and learner-centred approaches than further and adult education. However, as the latest literature of higher education theory demonstrates, there are increasingly attempts to change higher education into a more involved and creative learning environment.
Hands-On Philosophy: Learners as Teachers
John Foster
Discourse Volume 7 Number 1
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.
The Critical Being of the Liberal Arts Student
Stuart Hanscomb
Discourse Volume 7 Number 1
This article discusses the student learning experience of the Core philosophy courses at the University of Glasgos Crichton Campus.
Comparing Student Learning and Attitudes
Renee Smith and Linda Palm
Discourse Volume 6 Number 2
This article compared students in traditional and distance sections of PHIL 101: Introduction to Philosophy in terms of both objective learning outcomes and student attitudes in the form of students’ anticipated and perceived learning and course satisfaction.
Keith Crome, Rebecca Elleray, Nigel Hems and Jonathan Hunt
Discourse Volume 7 Number 2
This article discusses a project that aimed to determine the effectiveness of various pedagogic measures (introduced in Manchester Metropolitan University Philosophy Department) through a quantitative analysis of student performance in assessements.
Best of the Web: Internet Resources for Philosophy and TRS
Meriel Patrick
Discourse Volume 6 Number 2
This report offers a selection of internet resources for teachers of Philosophy and TRS.
John Sellars
Discourse Volume 2 Number 2
This article outlines a project concerned with pedagogical issues specific to the teaching of ancient philosophy.
Seeing Both Sides of an Issue: Teaching an Online Moral Issues Course
Sergia K. Hay
Discourse Volume 5 Number 1
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.
Whither Theology and Religious Studies in Ireland and the UK?
Ann Loades
Discourse Volume 5 Number 2
This is the Presidential Address given at the final event of the joint conference of the Society for the Study of Theology and the Irish Theological Association, held at Trinity College, Dublin, in 2005.
David Mossley
Discourse Volume 6 Number 1
This is a report of a workshop organised by UCL and the Unviersity of Leeds to explore the complex relationship between History and Philosophy of Science, to discover factors that are motivating change in that relationship and chart possible future collaboration in a more explicit way than has been done for some time.
David Mossley
Discourse Volume 6 Number 1
This is the transcript of an interview with Professor Steven French.
Teaching Philosophy and HPS to Science Students
Geoffrey Cantor
Discourse Volume 1 Number 1
Article discussing issues in teaching students with a background in sciences rather than humanities.
Report on a History of Science, Technology and Medicine Workshop
Graeme Gooday
Discourse Volume 1 Number 1
Report of a Subject Centre organised workshop which took place on May 31st 2001.
Successful e-Learning Applications: PRS Funded Projects Report
Danielle Lamb
Discourse Volume 6 Number 1
This report gives details of the projects funded by the latest tranche of Subject Centre funding.
Graeme Gooday
Discourse Volume 1 Number 2
Why should H.E. teachers concern themselves with how their students do or don’t learn? Much has been said recently about the alleged merits and demerits of ‘student-centred’ learning, especially on the extent to which student autonomy in the learning process is beneficial to their long-term interests. This paper is a not a contribution to that debate. Rather it focuses on how teachers might uphold their conventional educational responsibilities but make their role more effective.
Paul Tomassi
Discourse Volume 4 Number 1
Reply to Helen Beebee's article: ‘Introductory Formal Logic: Why do we do it?’, published in Discourse Volume 3, Number 1.
Shakespeare and the Analysis of Knowledge
Dan O’Brien
Discourse Volume 4 Number 1
A paper showing how the plays of Shakespeare can be used as a source of Gettier-type scenarios.
Peter Milne
Discourse Volume 4 Number 1
The purpose of these notes is to point to issues one needs to think through seriously when thinking about logic teaching. They indicate some of the relevant literature where some of these issues are addressed, but they also raise points that seem to have been overlooked. They aim to promote informed discussion.
Marvin J. Croy
Discourse Volume 4 Number 1
Teaching deductive logic has long been seen as an ideal target for applications of instructional technology, and exploring this possibility can proceed in several directions. One alternative is to supplement traditional classroom instruction with computer technology (a hybrid format) while another approach is to replace the classroom meetings altogether (an asynchronous distance format). Once different course formats are developed, questions naturally arise concerning how various formats compare to one another, and this paper examines some of them.
An Electronically Enhanced Philosophical Learning Environment: Who Wants to be Good at Logic?
Susan A.J.Stuart and Margaret Brown
Discourse Volume 3 Number 2
Reflections on the introduction of electronic handsets, like those used on the television show ‘Who wants to be a millionaire?’ into the teaching of philosophical logic.
Analysis of Contextualised Healthcare Ethics Scenarios (ACHES)
N. Athanassoulis, J.C. Jackson, and C. Megone
Discourse Volume 4 Number 1
This paper presents a report on an ETHICS project conducted at the University of Leeds. The aim of this project was to examine the use of case studies couched in a philosophical framework and to explore and develop resources to provide useful philosophical underpinning for case analysis.
M. Lesley Wiseman-Orr, Susan A. J. Stuart and D.E.F. McKeegan
Discourse Volume 8 Number 2
This paper is a collaboration between the Pain and Welfare Research Group, Department of Statistics, the Humanities Advanced Technology and Information Institute, Faculty of Arts, and the Division of Animal Production and Public Health, Faculty of Veterinary Medicine, University of Glasgow.
‘Origins’ and ‘Boundaries’ in Teaching Religions of South Asian Origin
Amy Russell
Discourse Volume 10 Number 2
Introduction to the proceedings of the Subject Centre conference 'Teaching Religions of South Asian Origin.
Purusa Sukta: Creating the Cosmos and Mapping the Methods
Emma Salter
Discourse Volume 10 Number 2
This paper examines how Purusa Sukta can be used to encourage students to develop an academic approach to their study of religion by explaining how the hymn can be interpreted to model different methodological approaches in religious studies.
Teaching and Assessing Spirituality
Dominic Corrywright and Nick Swarbrick
Discourse Volume 9 Number 2
This paper is an examination of the ways in which Spirituality is taught in two programmes, Early Childhood Studies and Religion, Culture and Ethics, at Oxford Brookes University. It is also a study which provides indicative evidence of the varied contemporary approaches to the study of spirituality in UK Higher Education institutions. The focus of the paper is the teaching and assessment of students within these two different programmes. Both undergraduate programmes have modules that examine different ideas of spirituality, how it is practiced and understood within the academy and by practitioners in the field. Equally, both have discourse specific conceptions of the spiritual. Both employ innovative teaching to meet learning outcomes.
Employability in Philosophical and Religious Studies
Clare Saunders
Discourse Volume 4 Number 2
Editorial for Vol. 4, no. 2 of Discourse.
Are There Any Unacceptable Points of View in the Seminar Room?
Hugh McCormack
Discourse Volume 9 Number 2
This was the winning essay in the PRS Student Essay Competition 2009.
Hermits, Closed Orders and Congregations
Pekka Pitkanen
Discourse Volume 9 Number 2
This paper examines how the Open Theological College, a distance learning course in theology, has enabled students from a diverse background to study theology part-time alongside their other commitments in life. Important factors for their success include flexibility and accessibility of the course. It is suggested that, for the future, besides any improvements related to learning technology, the OTC can work yet further to improve the accessibility of the course by working towards building a learning community that involves a yet wider range of individuals and approaches, and perspectives to theology within its boundaries. This includes such issues as how communal relationships should be construed and how power between the education provider and learners should be brokered.
Placing Children’s Spirituality on the Map in Education Studies
Kate Adams
Discourse Volume 9 Number 2
Teaching about spirituality in higher education departments outside of religion and philosophy can carry its own particular challenges, but those challenges are not necessarily ones that might be anticipated. This paper offers an overview of the creation of a module on children's spirituality in a department of education studies, describing its context, an outline of its content and students' responses to the course, together with a consideration of the issues arising from the module.
Simon Smith
Discourse Volume 6 Number 2
This is the transcript of an interview with Deirdre Burke.
Spirituality in Healthcare, Social Work and Education
Paul Dearey
Discourse Volume 9 Number 2
My recent experience in teaching about spirituality comes from directing an MA programme delivered at the University of Hull. The MA arose after a number of years of activity among academics drawn from different faculties and departments in the University, specifically nursing, education, social work and the humanities. Members of the interdisciplinary group worked on a range of projects before eventually forming the Centre for Spirituality Studies. The Centre engages in research independently and with other similar research centres throughout the UK. One of the Centre's aims from its inception has been to provide postgraduate teaching about spirituality. The task of designing and delivering the MA in Spirituality Studies fell to me.
Spooky Spirituality: Exploring the Paranormal in HE
Mark Plater
Discourse Volume 9 Number 2
In this article I explore the place of paranormal phenomena in the life and experience of contemporary British society and ask why it is that our undergraduate religious studies courses so predictably avoid the topic. A draft module specification is offered as a possible approach to teaching the subject.
Mark J. Cartledge
Discourse Volume 4 Number 2
Reflections on the growth in the provision of Masters level programmes for those engaged in or preparing for Christian ministry.
Mike Fearn and Leslie J. Francis
Discourse Volume 3 Number 2
Paper examining the expectations of actual and potential TRS students regarding teaching issues.
Perceptions of Relevance and Conceptual Challenges of Studying Psychology among Theology Students
Olivera Petrovich
Discourse Volume 3 Number 2
Paper about the Psychology of Religion course offered to Theology students at Oxford University.
Change, Continuity and Opportunity
David Mossley
Discourse Volume 3 Number 2
Editorial for vol. 3 no. 2 of Discourse.
Theology and/or Religious Studies? A Response from Graduate Students
Angela Quartermaine
Discourse Volume 7 Number 1
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.
Instilling Virtue: Weaving the One Thread of Confucius’ Analects
Christopher J. Panza
Discourse Volume 5 Number 2
Getting students enthusiastically engaged with ethics is a difficult and demanding task, especially when they view it as impractical and disconnected from their lives. This article argues that this problem can be overcome by applying Confucian ‘wisdom’—by adapting one’s pedagogical strategy to fit one’s knowledge of the particular audience one must address.
David Mossley
Discourse Volume 6 Number 2
The editorial for issue 6.2 of Discourse.
Using Role Play as a Way in to the History of Science
Charlotte Sleigh
Discourse Volume 3 Number 2
Drawing on role play literature, this paper discusses the aims and potential benefits of using role play as a way in to the history of science.
Denise Cush
Discourse Volume 4 Number 2
This paper was originally given as a keynote speech sponsored by the PRS-LTSN at The Study of Religions: Mapping the Field, the 50th Anniversary conference of the British Association for the Study of Religions, Harris Manchester College, Oxford, September 2004.
Christopher Rowland, Duna Sabri, Jonathan Wyatt, Francesca Stavrakopoulou, Sarita Cargas and Helenann Hartley
Discourse Volume 4 Number 2
Investigating the problem of students negotiating a course which enables them to explore the interface between their faith commitment and the academic study.
Inter-faith Pedagogy for Muslims and Christians
Tom Greggs
Discourse Volume 9 Number 2
This article arises from aspects of research in the University of Chester's unique faith-sensitive provision for Yorth Work Training, drawing on the data acquired from the pilot and questionnaires. It seeks to set out some of the complexities and issues found in this pedagogical setting, arising from theoretical and empirical study; to outline one mode of engagement that has the potential to facilitate inter-faith pedagogy (that of scriptural reasoning); to discuss the application of this method to the higher education classroom; and to outline some of the findings of the pilot scheme with regards to this method of study.
Report: 'Religious Studies—What’s the Point?' Conference
Gary R. Bunt
Discourse Volume 3 Number 2
Report from the 'Religious Studies - What's the point?' conference, which was hosted by Lancaster University, and supported by PRS-LTSN. It attracted over 50 participants, from the United Kingdom, Europe, and the United States.
Christopher Allen and Deirdre Burke
Discourse Volume 4 Number 2
This article discusses an initiative at the University of Wolverhampton to give students the chance to develop work in the area of 'religion and the professions' by exploring the potential for consultancy work on religious issues in the workplace.
Feasibility of a Cross-Institutional Doctorate in Practical Theology
Zoe Bennett
Discourse Volume 6 Number 2
This report attempts to tell the history of the setting up and running of a cross-institutional Professional Doctorate in Practical Theology.
Building on the 'Directed Community' Model: Projects and Prospects
Chiara Ambrosio and Catherine M. Jackson, Department of Science and Technology Studies, University College London
Discourse Volume 10 Number 3
Chang and Jackson (2007) have shown that a diachronic directed undergraduate research community can produce research of publishable scholarly quality. The project described in this article builds directly on their radical innovations in teaching, learning and assessment in ways that demonstrate its replicability and improve its applicability and feasibility.
Dominic Corrywright and Tom Cosgrove, Oxford Brookes University.
Discourse Volume 10 Number 3
The paper describes the integration of on-campus and distance learning paper-based undergraduate programmes into a new virtually-resourced degree. At the same time the paper reflects on the evolution of electronic resources and the role of a study visit to enhance the student experience.
Midlands Philosophy Research Training Network
Mark Addis (Birmingham City University) and Helen Beebee (Birmingham University)
Discourse Volume 10 Number 3
A report on a project to provide subject-specific post-graduate training.
Lawrence Harvey
Discourse Volume 10 Number 2
Harvey reflects on philosophy's possible contribution to well-being and flourishing.
James Sumner
Discourse Volume 10 Number 2
This paper focuses on teaching philosophy to science students, particularly source criticism and investigation, as applied both to primary and to secondary sources.
Education: Thinking the Possible, Challenging the Actual
Keith Crome and Ruth Farrar, Manchester Metropolitan University
Discourse Volume 10 Number 3
Report on a project to present an 'event-focused' account of teaching.
Why do Philosophy in schools - and after?
John Foster
Discourse Volume 10 Number 3
An article on what makes the study of philosophy particularly valuable.
What is Theology and Religious Studies for?
Dr Adam Dinham, Faiths & Civil Society Unit, Goldsmiths, University of London
Discourse Volume 10 Number 3
Paper based on the TRS keynote speech for the Foundations for the Future conference.
Does Religious Studies Work? Employability and Experiential Learning
Denise Cush and Catherine Robinson
Discourse Volume 10 Number 3
This article focuses on the use of fieldwork in Religious Studies.
What's the Use of Lectures? - Forty Years on
George MacDonald Ross, University of Leeds
Discourse Volume 10 Number 3
This article presents a critique of lectures as a teaching method in modern universities.
Martin Gough
Discourse Volume 10 Number 3
An article on the benefits of, and barriers to, using philosophy-oriented courses in programmes focusing on teaching, research and other aspects of practice at professional and higher education levels.
Reading to Learn to Read Philosophy
Renee Smith
Discourse Volume 10 Number 2
Discussion of teaching methods and exercises designed to help students learn how to read philosophically, through engaging with philosophical texts in a directed way.
VLE Wiki as Philosophy Assessment
Istvan Danka and Juha Saatsi
Discourse Volume 10 Number 2
Report on a project to use a wiki as a form of assessment in philosophy.
What do our Students Really Think?
Danielle Lamb and Clare Saunders
Discourse Volume 6 Number 2
This report outlines the activities at a student focus group, run by the PRS Subject Centre.
Gardner-Inspired Design of Teaching Materials:A Logical Illustration
Laurence Goldstein and Martin Gough
Discourse Volume 10 Number 1
This article discusses a Subject Centre-funded project, the general aim of which was to fundamentally re-think the design of teaching materials in the light of what is now known about cognitive deficits and in light of what Howard Gardner has termed 'multiple intelligences', and to construct more effective, more attractive teaching materials as a result.
Carys Moseley
Discourse Volume 10 Number 1
This paper criticises the case of Alasdair MacIntyre in the light of the relationship between theological disciplines and cryptography. Benedict XVI parallels MacIntyre in diagnosing the problem of 'diversity' in theological and religious knowledge as being rooted in a 'fall from grace' since the high middle ages, when the Papacy and the Latin Church governed western Europe.
Catherine Robinson and Denise Cush
Discourse Volume 10 Number 1
This paper discusses a project to explore and enhance the use of experiential and fieldwork learning within Theology and Religious Studies at Bath Spa University and in partnership with colleagues from Newport and York St. John Universities.
Clare Saunders
Discourse Volume 10 Number 2
Clare Saunders talks about this edition and the future of the Subject Centre.
Eleanor Jackson and Philip Henry
Discourse Volume 3 Number 1
How can oral presentations be best understood as an effective means of assessment in cases where there is no right or wrong answer?
Ian James Kidd
Discourse Volume 10 Number 1
The author of this article suggests that many trends in contemporary British higher education can be fruitfully understood using the political philosophy of the early 20th century German writer, philosopher, and cultural critic Ernst Jünger (1895-1998).
Teaching Atheism and Nonreligion: Challenges and Opportunities
Stephen Bullivant
Discourse Volume 10 Number 2
Report on a new module on athiesm and nonreligion at St Mary's University College, Twickenham.
Critical Friendships Among Beginning Philosophers
Brendan Larvor, John Lippitt and Kathryn Weston
Discourse Volume 10 Number 2
This article discusses the importance of academic friendships for undergraduate students, the barriers to their establishment, and how tutors can help.
Philosophy in Post-92 Universities
Mark Addis
Discourse Volume 10 Number 2
Mark Addis of the BPA reports on his survey of philosophy teaching and learning in newer universities.
What is a University Education For?
Thomas Hancocks
Discourse Volume 10 Number 2
This essay was the winning entry in the Subject Centre for PRS annual student essay competition.
The Future of Philosophical and Religious Studies
Clare Saunders
Discourse Volume 10 Number 1
Editorial for 10.1
Christian Triumphalism and the Hook-Nosed Elephant in the Corner
Dan Cohn-Sherbok
Discourse Volume 10 Number 1
This paper argues that departments of theology and religious studies should seek to free themselves from an attitude of Christian superiority, and that even if there are more courses dealing with Christianity on offer, space should be made for other faiths.
Editorial: Process and Development
Simon Smith
Discourse Volume 2 Number 2
Editorial for Vol. 2, no. 2 of the PRS-LTSN Journal.
David Mossley
Discourse Volume 5 Number 1
This is the editorial for issue 5.1 of Discourse.
Ethics, Enterprise and Employability
Simon Robinson, Paul Dowson and Alison Price
Discourse Volume 7 Number 2
This article explores the challenge provided by the three core areas of employability, enterprise and ethics within the existing Higher Education curriculum. It details the work undertaken by Leeds Metropolitan University, in partnership with two HEFCE Centres for Excellence in Teaching and Learning (CETL)—the IDEA CETL (hosted at University of Leeds) and the Leeds Met CETL Institute for Enterprise—as part of a funded project for the Subject Centre for Philosophical and Religious Studies.
Natasha Pyne
Discourse Volume 8 Number 1
A report commissioned in 2007 by the Subject Centre for Philosophy and Religious Studies to investigate some of the issues arising out of student transition to undergraduate studies with particular reference to progression from GCE Religious Studies (RS) to undergraduate Theology and Religious Studies (TRS).
How to Assure Student Preparation and Structure Student-Student Interaction
David W. Concepcion
Discourse Volume 5 Number 1
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.
Meriel Patrick
Discourse Volume 8 Number 1
A report on a survey conducted by Intute: Arts and Humanities into the use of print and online resources among further and higher education students, along with recommendations as to how their accessing of Internet resources could be improved.
The Challenges of A-level RE: A View From the Trenches
Ian Jamison
Discourse Volume 8 Number 1
This paper on the challenges of teaching Religious Education at A-level, was first presented at the conference, 'Spoon-feeding vs. Critical Thinking' organised by the Subject Centre for PRS in July 2007.
Diversity, openness and the moral necessity of dialogue
David Mossley
Discourse Volume 5 Number 2
This is the editorial for issue 5.2 of Discourse.
Darlene Bird
Discourse Volume 5 Number 2
This is the transcript of an interview with Ursula King.
Brian Mitchell
Discourse Volume 8 Number 2
An information article on JISC collections and PRS.
The Relationship Between Pedagogical and Discipline-specific Research Methods: Critical Perspectives
Rebecca O'Loughlin
Discourse Volume 7 Number 2
This paper is adapted from the final report of a year-long Subject Centre for PRS project that conducted a full investigation into the current state of pedagogical research in theology and religious studies. It offers a review of the current situation, and suggests ways forward for pedagogical research within the disciplines.
Academic Freedom, Research and Sustainability
David Mossley
Discourse Volume 7 Number 2
This is the editorial for issue 7.2 of Discourse.
Supporting learning and teaching in difficult times
David Mossley
Discourse Volume 8 Number 2
This is the editorial for issue 8.2 of Discourse.
Stephen Timmons
Discourse Volume 8 Number 2
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.
Interview with Stanley Hauerwas
Rebecca O'Loughlin
Discourse Volume 8 Number 1
Continuing our series of interviews with academics with a special interest in teaching issues, Rebecca O'Loughlin, Academic Co-ordinator for theology at the Subject Centre for Philosophical and Religious Studies, talked to Stanley Hauerwas about his theological background, the relationship between theology and religious studies, and the marginalisation of theology in the university. The interview was conducted in Sheffield on 29th May 2008.
Constantinos Athanasopoulos
Discourse Volume 8 Number 3
Report on a survey conducted by the Subject Centre for PRS on the current state of e-learning in PRS disciplines, and its future development.
Academic Capital, Postgraduate Research and British Universities
Matthew Eddy
Discourse Volume 6 Number 1
This article discusses three different kinds of academic 'capital' postgraduates can gain, publications, teaching and networking, and how to use them to best advantage in a competitive job market.
Manifesto for Higher Education
Brendan Larvor
Discourse Volume 6 Number 1
This article discusses the way academics talk about teaching, and sets out to articulate seven thoughts the author considers to be largely absent from current discourse.
Making it Safe to Think Differently About Sex in the Academy
Dee Amy-Chinn
Discourse Volume 6 Number 1
This article discusses a module entitled 'Culture, Gender and Sexuality', run at Oxford Brookes University.
Interdisciplinarity and Philosophy
Benjamin Franks
Discourse Volume 6 Number 1
This article describes and defends the interdisciplinary model of the Liberal Arts degree, set up at the Crichton Campus of the University of Glasgow in 1998.
Theological Foundations of Action Research for Learning and Teaching
Ralph Norman
Discourse Volume 8 Number 1
An interim report on using theology and action research to inform learning and teaching, curriculum design and assessment.
Staff Expectations and Student Experience
Paul Reid-Bowen and Catherine Robinson
Discourse Volume 8 Number 1
A case study of first year undergraduate curriculum planning and evaluation at Bath Spa University.
Helen James and Clive Erricker
Discourse Volume 8 Number 1
This paper is a report on the development of the curriculum of the International Baccalaureate in World Religions.
Richard Andrews, Institute of Education, University of London
Discourse Volume 8 Number 3
This paper argues that the relationship between new technologies and learning is not causal, and is not that simple. Rather, the relationship is dialectical and reciprocal, with technologies and learning developing alongside each other.
What dialogue for the electronic era?
Alex Zistakis
Discourse Volume 8 Number 3
This paper discusses what 'dialogue' really means in an electronic age.
Living the Religious Experience in Ancient Rome: Virtual Learning in the Real World
Dr. Steven J. Green, Department of Classics University of Leeds
Discourse Volume 8 Number 3
This paper discusses the use of wikis in a module on ancient Roman religion.
Livio Rossetti, University of Perugia
Discourse Volume 8 Number 3
This paper looks at how hypertexts have been used in the past, and how they might be used in the future.
Progression and Independent Learning
David Mossley
Discourse Volume 8 Number 1
Editorial for Discourse volume 8 no.1.
Electronic MCQs with no Right-or-Wrong Answers as a Means for Developing Dialogic Thinking
George MacDonald Ross, Department of Philosophy, University of Leeds
Discourse Volume 8 Number 3
This paper discusses how electronic multiple choice questionnaires can develop dialogic thinking.
David Mossley
Discourse Volume 9 Number 1
This is the editorial for issue 9.1 of Discourse.
Interview with George MacDonald Ross
George MacDonald Ross
Discourse Volume 9 Number 1
This issue's interview with former Subject Centre Director, George MacDonald Ross.
Diversifying Assessment 1: Essays and Examinations in Undergraduate History of Science
Louise Jarvis and Joe Cain
Discourse Volume 2 Number 1
Assessment in undergraduate history of science courses relies heavily on set essays and final examinations. While these are useful for some developmental and assessment purposes, neither is an all-purpose tool. This paper sets out some alternatives.
Supporting Questioning in Theology and Religious Studies
Kate Crosby, Stephen Pattison and Andrew Skilton
Discourse Volume 2 Number 1
Report of project exploring student perceptions of the conflict between following a particular faith and studying Theology and Religious Studies (TRS).
Editorial for Vol. 2 no. 1 of the PRS-LTSN Journal.
David Mossley
Discourse Volume 2 Number 1
This is the editorial for issue 2.1 of the PRS-LTSN Journal.
Sean Johnston and Mhairi Harvey
Discourse Volume 1 Number 2
This article discusses recent experiences in the integrated teaching of Environmental Studies and Science Studies in a generalist curriculum at a new University campus in Scotland.
Editorial: Building on Success
David Mossley
Discourse Volume 1 Number 2
Editorial from vol. 1 no. 2 of the PRS-LTSN Journal.
External Pressures on Teaching
George MacDonald Ross
Discourse Volume 1 Number 2
An article compiled from webpages on Quality Enhancement in PRS disciplines.
Portfolio, Partnership and Pedagogy
Martin Groves and Phillip Tovey
Discourse Volume 7 Number 1
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.
Teaching Quinean Indeterminacy
Susan Nuccetelli
Discourse Volume 7 Number 1
This article discusses a strategy for teaching Quine's famous view on the indeterminacy of translation.
New Lines of Flight? Negotiating Religions and Cultures in Gendered Educational Spaces
John I’Anson and Alison Jasper
Discourse Volume 5 Number 2
This paper is concerned with: (i) the kinds of firmaments that are constructed in religious studies: how certainty in regard to difference is produced and what the effects of this are; (ii) an ethical problematic of hospitality to difference: in which we inquire into what the implications of such hospitality might be as regards making sense of difference—whether this be characterised in cultural, religious or gender terms; and (iii) the effects of becoming open to difference: is it possible to characterise the performative dynamics of this openness? And, if so, what forms might these take?
David Mossley
Discourse Volume 3 Number 1
Editorial for Vol. 3, no. 1 of Discourse.
Sacred Writings of East-Asian Religions in the Context of Comparative Cultural Studies
Alexander Dolin
Discourse Volume 5 Number 2
Sacred writings played a crucial role in the formation of the Asian civilisations, which were based predominantly not on oral tradition but on carefully recorded texts. The problem is that this required minimum, even if represented by general descriptions, digest-like adaptations and short excerpts of the texts in English translation or in original, proves to be extremely difficult for the understanding of an average Japanese student, both in the respect of language and in the respect of philosophic discourse.
Tonie L. Stolberg and Peter Fulljames
Discourse Volume 2 Number 2
This article looks at the conceptual frameworks utilised by undergraduate Theology students when studying science and religion.
Diversity, Criticism and Discussion
David Mossley
Discourse Volume 6 Number 1
This is the editorial for issue 6.1 of Discourse.
Editorial: Thinking, Believing and Sharing, and Introduction to the Journal by the Director.
David Mossley and George MacDonald Ross
Discourse Volume 1 Number 1
Editorial from the first edition of the PRS-LTSN Journal.
Posters and Oral Presentations in Undergraduate History of Science
Louise Jarvis and Joe Cain
Discourse Volume 2 Number 2
This paper is the second in a series on strategies for diversifying assessment within the practical constraints of operating BSc degree programmes. The first paper considered improvements to set essays and final examinations, as well as alternative projects within these general formats (Jarvis and Cain, 2002). The present paper focuses on posters and oral presentations. It also introduces assessment via role-playing projects.
Andy Cochrane and Clare Saunders
Discourse Volume 9 Number 1
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.
Context, Communication and Engagement
David Mossley
Discourse Volume 7 Number 1
The editorial of Volume 7, number 1.
Tandem Learning and Interfaith Dialogue
Jon Gilbert and Christian Kaestner
Discourse Volume 9 Number 1
This article discusses the research and development of the interfaith tandem learning project at the University of Sheffield.
Rebecca O'Loughlin
Discourse Volume 9 Number 1
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.
Cultivating Transferable Skills in Philosophy Undergraduates
Christopher Cowley
Discourse Volume 1 Number 1
University departments now aim to provide far more than the core information that would have been demanded by the future scholars of yesteryear. Indeed, it could be argued that the subject matter is merely a vehicle by which to convey a set of skills deemed important for the future elite, a set that modern business and government cannot afford to spend time developing in their new recruits. The question then arises about the degree to which the university should accept this development and strive more systematically and consistently to cultivate these secondary skills, and the degree to which it should resist in the spirit of its original non-vocational calling.
Double Marking versus Monitoring Examinations
Roger White
Discourse Volume 1 Number 1
This article looks at the methods used to ensure objectivity in examination marking.
Developing Researchers in the Arts and Humanities: Lessons From a Pilot Programme
Clare Saunders
Discourse Volume 7 Number 2
This paper describes the background to, and success of, the Subject Centre for Philosophical and Religious Studies Pilot Programme for supporting post-graduate research students in Theology, Religious Studies and Philosophy.
The 14-19 Diploma in Humanities and Social Sciences
George MacDonald Ross
Discourse Volume 9 Number 1
This article sets out the pros and cons of the new 14-19 Diploma in Humanities and Social Sciences.
Exploring Formation for Ministry in a Learning Church
Michael Delashmutt
Discourse Volume 9 Number 1
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.
A Preliminary Study of Group Learning/Teaching in the Culture of Religious Studies
Rosemary Beckham
Discourse Volume 2 Number 2
Report on a project commissioned by the PRS-LTSN.
David Mossley
Discourse Volume 7 Number 2
Continuing our series of interviews with academics with a special interest in teaching issues, David Mossley, Manager of the Subject Centre for Philosophical and Religious Studies, talks to Helen Beebee about her philosophical interests, the role of the British Philosophical Association and the challenges to the discipline in the current higher educational climate.
Constantinos Athanasopoulos
Discourse Volume 7 Number 2
This paper addresses the issue of innovation in e-learning and, in particular, innovation in the form of adoption and use of mobile and wireless educational technologies in e-learning. As such, it is intended to inform and provide an impetus for engagement with the educational technologies described here to all academics interested in e-learning, as well as educational administrators and managers interested in the adoption of such educational technologies. More specifically it is directed to the academics teaching within the subject areas and disciplines supported by the Subject Centre for Philosophical and Religious Studies. As such, it adopts a more self-conscious theoretical (philosophical and educational) framework and engages critically with the relevant material.
Deirdre Burke
Discourse Volume 6 Number 2
This article discusses an initiative at the University of Wolverhampton to help support student transition to Higher Education.
David Mossley
Discourse Volume 7 Number 1
This is the transcript of an interview with Prof Graeme Gooday.
Teaching the Philosophy of Leibniz
George Macdonald Ross
This report summarises discussion at a workshop on teaching the philosophy of Leibniz.
Uses of On-Line Texts and Resources in Philosophy Learning and Teaching
George Macdonald Ross
This report summarises discussion at a workshop on using on-line texts and resources in teaching philosophy.
Grace Robinson
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
George Macdonald Ross
This article argues that archaic English philosophy texts should be translated for undergraduates in the same way that foreign language texts are.
Scotland The What, Who, When, Where and Why?
Scott Duncan
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
Teaching Philosophy to Students of Architecture and Town Planning
Nigel Taylor
An article about how one lecturer teaches philosophy to university students (at undergraduate and postgraduate levels) of town planning and architecture.
The three virtues of an historical approach to the history of philosophy
John Sellars
By thinking about some common assumptions about the value and purpose of the study of the history of philosophy, the author suggests that it will be possible to introduce a range of transferable key skills to students as part of the existing philosophy syllabus.
Being a Philosopher: the History of a Practice
George Macdonald Ross
This is a review of a book about philosophical practice, as opposed to philosophical thought.
What good is the study of moral philosophy to undergraduates?
Christopher Cowley
This paper outlines the place of moral philosophy in undergraduate programmes such as medicine, law, engineering, teaching, accounting, etc.
The Journal 'Teaching Philosophy'
Nik Jewell
Overview of 'Teaching Philosophy', an American journal which focuses on pedagogical issues in philosophy.
The Implications of Leibniz's Philosophy for Education in a Technological World
George Macdonald Ross
George MacDonald Ross: The Implications of Leibniz's Philosophy for Education in a Technological World .
Privatisation in Education - the Death of the Critical Philosopher?
Michael O'Hanlon
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
Introduction to the study of philosophy
Clare Saunders, David Mossley, George MacDonald Ross, Danielle Lamb and Julie Closs
Chapter one of the book, 'Doing Philosophy; a practical guide for students'.
History of 'Teaching Philosophy'
Nik Jewell
This article describes the history of the journal 'Teaching Philosophy'.
Nik Jewell
This is the text of an address given by George Walden, the Parliamentary Under-Secretary of State, to the National Philosophy Conference in 1986.
Teaching Philosophy & HPS to Science Students
Geoffery Cantor
A paper discussing the challenges and difficulties faced by students taking philosophy courses coming from a sciences background, and some suggested techniques for helping them.
What Good is it? Why Study Philosophy? - Workshop Report
Clare Saunders
This report outlines the issues raised at a workshop on the benefits of studying philosophy.
John Sellars
A summary and review of a book which considers the nature of philosophy as an academic subject.
Teaching the Reading of Primary Texts
Mike Garfield
This article discusses the benefits of reading primary texts in Philosophy.
George Macdonald Ross
This report summarises discussion at a conference on European identity and multiculturalism.
The Contribution Of Philosophy To Deliberative Democracy
Richard Paul Hamilton
A summary and review of an article in which Matthew Lipman discusses the relationship between teaching philosophy and the needs of a civic society.
Philosophy Benchmark Statement
George Macdonald Ross
Summary and comment on the QAA Benchmark Statement for Philosophy.
Philosophy in Scottish Universities (Issues in Learning and Teaching) QAA Report 1995/96
Mary Hayward
Summary of QAA Reports for Philosophy in Scottish Universities 1995/6.
Philosophy in Higher Education Colloquium
George MacDonald Ross
Discussion on the role and future of philosophy.
The Teaching of Philosophy in the United Kingdom
John Sellars
A summary and review of a report on philosophy teaching in 1950s Britain.
Widening Access to Sacred and Canonical Texts in Teaching of Religion, Philosophy and Culture
Deryn Guest
This report outlines issues raised at a workshop on widening access to sacred and canonical texts in teaching religion, philosophy and culture.
George Macdonald Ross
This report summarises presentations and discussion at a workshop on teaching logic.
Teaching the Reading of Primary Texts - overview
George Macdonald Ross
A summary of discussion points raised at a workshop on the teaching of primary texts.
NCP Submission To The UGC Philosophy Working Party
Nik Jewell
This is a paper presented to the University Grants Committe on the status of philosophy in the UK and the problems faced by departments from cuts in funding.
Philosophy Teaching on the World Wide Web
Bernhard Weiss
A summary and review of an article which discusses ways of integrating e-learning into philosophy teaching.
The National Committee For Philosophy: Its Origins And Activities
Nik Jewell
The history of the National Committee for Philosophy and its founding aims and objectives; list of initial membership; index of other resources.
John Barron, Ronald Hepburn (Convener), Eric Stanley
The University Grants Committee Review of Philosophy letter, 1989.
Teaching Philosophy in Cyberspace
Bernhard Weiss
A summary and review of an article which discusses web-based learning in philosophy.
Teaching the Reading of Primary Texts - Discussion Points
Clare Saunders
A summary of discussion points from a workshop on teaching primary texts.
Philosophy Subject Overview Report, 2000 - 2002
George Macdonald Ross
A summary and review of the QAA Philosophy Subject Overview Report, 2000 - 2002.
Teaching Philosophy with Multimedia
Bernhard Weiss
A summary and review of an article which outlines ways in which multimedia may be used to teach philosophy.
A Philosophy Primer in Virtual Seminars
Anthony Hatzimoysis
A report on virtual seminars looking at what they are, how they work, and why they might be of interest.
Wot U @ Uni 4? Student Conceptions of the Purpose of Higher Education
John Lippitt
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
Taking Philosophical Dialogue Online
Annamaria Carusi
This article looks at how useful new technologies are or could be in teaching philosophy.
George Macdonald Ross
This article discusses the Socratic and Platonic approaches to philosophical enquiry .
Academic Skills for Philosophers - Easing the Transition to University Study
Dr Nick Jones
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
Teaching Philosophy through problems or why philosophy teaching is problematic
Martin Cohen
This article discusses the problematic nature of teaching philosophy, and makes recommendations about the kinds of questions that are most conducive to enhancing student learning.
Text-based Teaching and Learning: A Report
Keith Crome
The report from a project about text-based teaching and learning in philosophy.
Wolfe Mays
A paper, originally presented at the 13th University Conference at Vienna in 1965, introducing some of the issues and difficulties in the teaching of philosophy.
The Establishment in the UK of a Philosophical and Religious Studies Subject Centre
George Macdonald Ross
A paper, orginally presented to the 13th International Conference of the American Association of Philosophy Teachers, on the establishment of this Centre.
Gary Bunt
This article discusses issues associated with pedagogy and mental health, in particular, how the nature of the PRS subjects can potentially have a deep psychological impact on an individual.
Plagiarism in Philosophy: Prevention Better than Cure
George Macdonald Ross
This article discusses the problem of plagiarism, what it is, how to detect it and how to combat it.
Nik Jewell
This article discusses the value of the lecture in teaching philosophy.
Developing a Collaborative Online Aesthetics Module
Anne Jordan
A paper, originally presented to the Humanities and Arts Higher Education Network Conference (2000), on a collaboration between two institutions in the development of an online module, implemented within a VLE.
Cultivating transferable skills in philosophy undergraduates
Christopher Cowley
A paper discussing the skills that we seek to develop in our students, and the extent to which current pedagogical and assessment practices facilitate or hinder this.
George Macdonald Ross
This article looks at what Kant had to say on the topic of teaching philosophy.
George Macdonald Ross
A report, produced for the Training, Enterprise and Education Directorate of the Employment Department, outlining the implications of its Enterprise in Higher Education (EHE) initiative for the teaching of philosophy and similar disciplines.
Philosophy Teaching As Cultural Heritage: From Bildung Und Urteilskraft To Communities Of Inquiry
Juha Savolainen
A paper, originally published in The Bulletin of the Russian Philosophical Society (2000), exploring the role of philosophy, and the teaching of the discipline, in modern education and culture.
Philosophy, Objectivity and Accessibility
Bernhard Weiss
This piece reflects on the problematic nature of discussing some topics in a philosophical way.
Introduction: The Values of the PRS Subject Centre
George Macdonald Ross
A reflection on the values of the PRS Subject Centre .
Progressing Thinking: New Perspectives on Teaching Philosophy
Miss Emma L Williams and Dr. John L Taylor
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
Mind the Gap: School, college, university
Bonnie VandeSteeg
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
Developing Active and Autonomous Learning among Philosophy Students Proposers
Dr Keith Crome, Ms Ruth Farrar, Dr Patrick O'Connor
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
The 14–19 diploma in humanities and social sciences
George MacDonald Ross
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
Good thinking habits: an Aristotelian approach to philosophy in education
Peter Worley
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
13th Biennial International Workshop-Conference On Teaching Philosophy
George Macdonald Ross
This is a sumary of plenary addresses at a major conference on teaching philosophy, organised by the AAPT .
Andrew Cochrane
Teaching philosophy of cognitive science within a school of computer science.
The changing face of Philosophy in schools
Frances Shaw
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
AIPPh Conference 2002 - Report
David Mossley
This report summarises the proceedings of the 2002 conference of the Association Internationale des Professeurs de Philosophie.
Making the connection: joined-up first courses in Philosophy
Dr. Matthew Carmody and Dr. Paul Sheehy
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
Bernhard Weiss
This article discusses the difficulties experienced by students with dyslexia in studying logic.
Double Marking versus Monitoring of Examinations
Roger White
This article sets out the positive and negative aspects of double marking and monitoring of examinations.
Dr David Leal
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
Paul Reid-Bowen
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
An Approach to Seminar Teaching
Chris Megone
This article describes an approach to seminar teaching in a course on ancient philosophy.
Teaching Philosophy And The Values Of Democracy In Israel
Richard Paul Hamilton
A summary and review of an article which discusses the relationship between the teaching of philosophy and democratic values in an Israeli context.
Bernhard Weiss
A summary and review of an article which recommends a new way of understanding and teaching philosophy.
Richard Paul Hamilton
A summary and review of an article which reflects on the teaching of philosophy in developing countries.
The Analytic-Continental Divide: Teaching Philosophy In An Age Of Pluralism
Richard Paul Hamilton
A summary and review of an article which calls for a more constructive dialogue between continental and analytic philosophers.
The Teaching Of Philosophy In The Chinese Construction Of Modernization
Richard Paul Hamilton
A summary and review of an article which surveys the role of teaching philosophy in modern China.
Text-based Teaching and Learning
Keith Crome
An article which advocates text-based undergraduate philosophy teaching and recommends ways in which it may most appropriately be enacted.
History of Philosophy and Philosophical Education
George Macdonald Ross
A summary and review of an article which argues that the best way to teach philosophy is to teach students how to read the best philosophers of the past autonomously.
Contemporary Challenges in Teaching History and Philosophy of Science
Clare Saunders
This report summarises the proceedings of a workshop on web-based learning in HPSTM.
LTSN HSTM Workshop, Leeds, 30-31 May 2001
Graeme Gooday
This report sumarises discussion at an event exploring issues of pedagogy in HPSTM.
Friedel Weinert
This article discusses how to teach history and philosophy of science to students with very little scientific knowledge.
Teaching Philosophy of Science Workshop
David Mossley
This report summarises discussion at a workshop on teaching philosophy of science.
History and Philosophy of Science Case Study
Andrew Cochrane
Teaching Philosophy/HPS within courses on Sustainability, Rural Development, Natural and Environmental Science and Environment and Heritage.
The Teaching of Philosophy: An International Enquiry of Unesco
John Sellars
A summary and review of a comparative study of the status of philosophy teaching around the world.
The Significance of the Teaching of Philosophy
John Sellars
A summary and review of an article which outlines the results of the Unesco study of teaching philosophy around the world.
Graeme Gooday
This article reflects on the problems of teaching HPSTM and offers strategies for resolution.
George MacDonald Ross
Tips and resources about how to make it easier for students to read texts online.
Socioeconomic disadvantage and PRS
Gary Bunt
A summary and review of Alasdair Forsyth and Andy Furlong's 'Socioeconomic disadvantage and access to higher education' which highlights issues in the research relevant to PRS educators .
Rebecca O'Loughlin
Section 1 of report on a project investigating inquiry based learning in theology and religious studies
David Mossley
A series of video-enhanced accessible presentations about teaching and learning in philosophical and religious studies.
Pedagogical Issues Deriving from ODL for Mature/Non-Traditional Students
Bill Campbell
This article looks at the pedagogical issues surrounding the use of open and distance learning for mature and non-traditional students.
Rebecca O'Loughlin
Rebecca O'Loughlin
Rebecca O'Loughlin
Recognising the changing face of Religious Studies at GCE AS & A Level
Mary Hayward
This report looks at the changing context in which Religious Studies is taught in secondary level education.
Myotonic Dystrophy Contextualised Scenario
John Bryant
The case study deals with the ethical dilemmas that arise following a positive diagnosis of myotonic dystrophy and asks in particular who should have access to the genetic information that relates to a specific individual. The question is asked in relation to family members, employer and insurance companies. It also raises questions about the genetic testing of children.
U-rated not X-rated: reassessing how science students could benefit from learning history of science
Graeme Gooday
This article explains how science students can benefit from studying history of science.
Widening Access to Theology and Religious Studies through the Application of Internet Resources
Gary Bunt
This article explores the advantages and disadvantages of students applying Internet resources in their TRS work, and considers whether the Internet is a means through which wider access to TRS can be facilitated through availability of a broader, cheaper and more comprehensive resource base.
Demonstration of using FirstClass Client for electronic seminars
Martin Gough
This report summarises the demonstration of the FirstClass Client for electronic seminars.
Inclusion of Ethnic Minorities in Philosophy A-Level at Sutton Coldfield College
Sally Wright
Abstract for a session at the PRS conference 'A Level Above: Progression to Undergraduate Studies in Philosophy'.
Bibliographical Resources for e-Learning in Philosophical and Religious Studies
Dr Constantinos Athanasopoulos
This document sets out various different resources available in the field of e-learning.
Best Interests Contextualised Scenario
Jennifer Jackson
This scenario examines some of the ethical issues that may arise concerning parental proxy decision making regarding surgery on children. It uses two cases, each of which raises issues concerning children's competence to be involved in decisions; the notions of best interests and best health interests; how interests are related to wishes and welfare the role of parents in assessing best interests and parental rights in deciding for their children.
Conjoined Twins Contextualised Scenario
Jan Wood-Harper
In 2000, the case of conjoined twins, Jodie and Mary, provoked a unique and widely publicised debate, involving not only the medical team and the parents, but also lawyers, religious leaders and ethicists, as to whether or not surgery to separate them should proceed. Complex legal and moral issues focussed on parental rights in relation to welfare of children, duties of medical professionals, the sanctity and value of human life, and the rights and interests of the twins.
Diane Pretty Contextualised Scenario
N. Athanassoulis
This scenario examines some of the ethical issues surrounding euthanasia. It compares a case in which a patient requests the withdrawal of life-sustaining treatment (artificial ventilation) with a case in which the patient requested assistance in the termination of her own life. Both cases concern euthanasia in mentally competent patients.
Gary Bunt
This article looks at the opportunities presented by video conferencing to Philosophy, Theology and Religious Studies academics.
Bernard Moss
Danielle Lamb
Information about the National Student Survey, including results for Philosophy and TRS.
Why Study Theology and Religious Studies
Dr Amy M. Russell
An article written for prospective students of TRS subjects, giving an overview of what the disciplines entail, and what it is like to study them at university.
What is the good of your discipline? Ross Drummond
Ross Drummond
An entry to the 2010 PRS student essay competition by a student at King's College London.
What is the good of your discipline? Francesca Blando
Francesca Blando
An entry to the 2010 PRS student essay competition by a student at the University of Edinburgh.
What is the good of your discipline? Dino Jakusic
Dino Jakusic
An entry to the 2010 PRS student essay competition by a student at the University of Warwick.
Danielle Lamb
A database of high-achieving graduates in PRS and the Humanities, demonstrating the broad relevance of such degrees.
What is a university education for? Thomas Hancocks. Winning essay of the PRS competition 2011.
Thomas Hancocks, Manchester Metropolitan University.
Winning essay of the PRS competition 2011.
What is a University Education For? Alex Ross
Alex Ross, University of East Anglia
Commended essay in the PRS essay competition 2011
What is a University Education For? Thomas Wyatt
Thomas Wyatt, University of York
Commended essay in the PRS essay competition 2011.
What is a University Education For? Andrew Grey
Andrew Grey, University of Oxford
Commended essay in the PRS essay competition 2011.
What is a University Education For? Mathew Basford
Mathew Basford, Durham University
Commended essay in the PRS essay competition 2011.
What is a University Education For? Joseph Lack
Joseph Lack, University of East Anglia
Runner up in the PRS essay competition 2011.
What is the good of your discipline? Dimitar Milanov
Dimitar Milanov
An entry to the 2010 PRS student essay competition by a student at the University of Nottingham.
What is the good of your discipline? Daniel Rey
Daniel Rey
An entry to the 2010 PRS student essay competition by a student at the University of Oxford.
Interview on Psychology of Religion Teaching outside TRS departments
Andrew Cochrane
An interview with Dr Nicholas Gibson on Psychology of Religion Teaching outside TRS departments.
In at the deep end of essay marking
Martin Gough
A paper presenting a very detailed criteria-based marking system.
Assessing Proctors: solving problems in grading student performance in a peer support system
Rob Hayler
A report on the experimental (but ongoing) development of an assessed third year module involving the tutorial support of first year students at the School of Philosophy, University of Leeds.
What is the good of your discipline? Callum Ward
Callum Ward
The winning essay of the 2010 student essay competition.
What is the good of your discipline? Bradley Hillas
Bradley Hillas
An entry to the 2010 PRS student essay competition by a student at Liverpool University.
Danielle Lamb
A report on the student focus group run by the SC in Leeds on the 29th-30th November 2007.
History of Science, Technology and Medicine Benchmark
Graeme Gooday
This document is a supplement to the QAA History Benchmark statement, with particular reference to History of Science, Technology and Medicine.
Clare Saunders and Danielle Lamb
This article discusses the outcomes of a student focus group run by the Subject Centre in December 2006.
Easing the transition from spoon feeding to spoon feeding?
Anthony Seldon
Abstract for session at 'A level above?' conference.
Centres for Excellence in Teaching and Learning (CETLs)
Clare Saunders
HEFCE invitation to bid for funds - summary and advice.
Richard Paul Hamilton
A summary and review of an article which discusses the inter-relationship of the disciplines of philosophy and literature.
Realizing the University in an Age of Supercomplexity
George Macdonald Ross
A summary and review of a book on the future of the university .
Susan Illingworth
QAA benchmark statements for Ethics learning and teaching.
Bernhard Weiss
A summary and review of an article which discusses objectivity and the perceived crisis in humanities education.
Multimedia and Research in Philosophy
Bernhard Weiss
A summary and review of an article which illustrates how multimedia can be an invaluable tool in teaching aspects of philosophy that involve practical reason.
Access, Distance Education and the Humanities
Bernhard Weiss
A summary and review of a paper which offers a critical humanist approach to the introduction of humanities courses.
Aneta Karageorgieva - 'The Cult of Knowledge'
George Macdonald Ross
This is a discussion of the legacy of Peter Beron, the Bulgarian educator.
Widening Participation in Higher Education in England
Bernhard Weiss
Summary of National Audit Office report, 2002 .
Mary Hayward
Summary and comment on the QAA reports on assessment of TRS in Scottish Universities.
QAA Subject Review of Theology & Religious Studies, 2000-01
Mary Hayward
Summary of 34 TRS subject review reports with focus on common themes.
Information on Quality and Standards in Higher Education (HEFCE 02/15)
George Macdonald Ross
Summary and comment on the report .
Bernhard Weiss
A summary and review of an article which addresses the marginalisation of the humanities in the globalised, profit-driven world.
Could Socrates Read and Write?
George Macdonald Ross
A summary and review of a paper in which the author challenges philosophers' unexamined adulation of Socrates.
Confusion about the Socratic Method: Socratic Paradoxes and Contemporary Invocations of Socrates
George Macdonald Ross
A summary and review of an article which considers Socrates' philosophical strategies.
Susan Illingworth
This article is a resources for ethics learning and teaching which focuses on confidentiality.
Susan Illingworth
This article discusses ethics learning and teaching, focusing particularly on assessment.
Corporate Social Responsibility: A Review of the Literature
Katy Wright
This literature review takes an in-depth look at the key articles, monographs and other resources in the area of Corporate Social Responsibility, and how the subjects of philosophy, theology and religious studies can contribute to the debate.
Interview with a University of Warwick Careers Adviser
Julie Gallimore
This interview was conducted with a careers adviser at the University of Warwick, and focuses on the area of CSR.
Julie Gallimore
This case study is about an employee of the NGO Tiri, and looks at how his values interact with those of his employer.
Self-Employability in Theology and Religious Studies Project
Jan Sumner
This document outlines the results from an audit of how the issue of employability has been addressed within theology and religious studies departments in UK HEIs.
Religious Studies: What's the Point?
Gary Bunt
This report summarises discussions held at a conference on the comparative study of religion.
George Macdonald Ross
Summary, comment and advice pertaining to benchmark statements.
Andrew Cochrane and Clare Saunders
This report outlines the results of the 'Beyond Boundaries' project, which looked at philosophical and religious studies being taught in non-PRS departments.
Philosophy Teaching Techniques and Technologies: Some Concerns and Queries
Keith Crome and Jonathan Hunt
This paper is a transcript of a talk given at the 'Philosophy Teaching Techniques and Technologies' event, held at MMU on the 29th May 2008.
Starting to Teach Theology and Religious Studies Workshop
Mary Hayward
This report summarises discussion at a workshop on problems encountered by new teachers in TRS.
George Macdonald Ross
A summary and review of the QAA Qualifications Framework.
Teaching the History of Medicine to Medical Students Workshop Report
Graeme Gooday
This report summarises discussion at a workshop on teaching the history of medicine to medical students.
Mike Garfield
This paper is a transcript of a talk given at the 'Philosophy Teaching Techniques and Technologies' event, held at MMU on the 29th May 2008.
George Macdonald Ross
This document discusses reasons for keeping a teaching portfolio, the format and content of such portfolios, how they can be used, and ways of minimising any associated burden of keeping them up to date.