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41. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 10 > Issue: 2
Istvan Danka, Juha Saatsi VLE Wiki as Philosophy Assessment
42. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 10 > Issue: 2
David Webster What Buddhism is Not: Presenting Buddhism to Students in the Twenty-first Century
43. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 10 > Issue: 2
Stephen Bullivant Teaching Atheism and Nonreligion: Challenges and Opportunities
44. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 10 > Issue: 2
Gwilym Beckerlegge Teaching About Religions of South Asian Origin at the Open University: A Reflection on the Scope and Limitations of Flexible Learning
45. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 10 > Issue: 2
Opinderjit Kaur Takhar, Stephen Jacobs Confusing the Issue: Field Visits as a Strategy for Deconstructing Religious Boundaries
46. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 10 > Issue: 2
Mark Addis Philosophy in Post-92 Universities
47. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 10 > Issue: 2
Emma Salter Purusa Sukta: Creating the Cosmos and Mapping the Methods
48. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 10 > Issue: 2
About Discourse
49. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 10 > Issue: 2
Lawrence Harvey Beyond Active-Stasis
50. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 10 > Issue: 2
Renée Smith Reading to Learn to Read Philosophy
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Given the right sorts of reading assignments, students can learn to read philosophy by reading philosophy. This paper identifies a number ofobstacles to students’ reading philosophy and recommends re-envisioning student-learning outcomes in light of the revised Bloom’s taxonomy of learning objectives and using directed reading assignments that help students achieve them. It describes seven reading assignments in philosophy that emphasize active learning to facilitate students’ learning to read philosophy as they read philosophy.
51. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 10 > Issue: 2
John Williams Dispersed Teaching and Learning through a Foundation Degree in Theology and Ministry: Towards the Creation of a Community of Scholarship
52. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 10 > Issue: 2
Catherine Robinson, Denise Cush When the Twain Meet: Redefining ‘British’ Religions through Student Encounters with Religious Communities
53. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 2 > Issue: 1
About the Journal
54. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 2 > Issue: 1
Katherine Hawley Using Independent Study Groups with Philosophy Students
55. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 2 > Issue: 1
LTSN Generic Centre
56. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 2 > Issue: 1
Kate Crosby, Stephen Pattison, Andrew Skilton Supporting Questioning in Theology and Religious Studies
57. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 2 > Issue: 1
Louise Jarvis, Joe Cain Diversifying Assessment 1: Essays and Examinations in Undergraduate History of Science
58. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 2 > Issue: 1
Workshops, Events and Networks
59. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 2 > Issue: 1
Departmental Visits and Contacts
60. Discourse: Learning and Teaching in Philosophical and Religious Studies: Volume > 2 > Issue: 1
Other LTSN Subject Centres