Society for the Study of Theology

Learning and teaching resources

Pedagogy


Reflective learning
Learning and faith
Interfaith learning
Conversational learning


The Relationship Between Pedagogical and Discipline-specific Research Methods: Critical Perspectives

Rebecca O'Loughlin, Discourse 7.2

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.


Developing Creativity in the TRS Curriculum

Richard Noake and Sue Yore, Discourse 9.2

This paper reports on a two year project aiming to develop and enhance modules in Theology and Religious Studies which links subject study (teaching and learning) with the disciplines of creative writing, literature and the visual arts; and to also devise assessment modes which provide opportunities for students to submit 'creative assessments' in the form of creative writing and visual artefacts as, potentially, the sole means of assessment.


Using Theology and Religious Studies

Stephen Pattison, Discourse 4.2

This report describes the background and content of a course specifically designed for level three, final year students in religious and theological studies at Cardiff University. The course is designed to enable students to apply their intellectual, subject based and transferable skills beyond religious studies (RS) so they can explain the relevance of them to people outside RS in the wider world of employment and social life.


Kant on Teaching Philosophy

George MacDonald Ross, Discourse 5.1

This article looks at Kant's approach to teaching philosophy, and relates what he says to current theories of good practice in university education.


Reflective learning

Theological Foundations of Action Research for Learning and Teaching

Ralph Norman, Discourse 8.1

An interim report on using theology and action research to inform learning and teaching, curriculum design and assessment.


Learning and faith

'Like a good brisk walk': The Relationship between Faith Stance and Academic Study in the Experience of First Year Theology Students at the University of Oxford

Christopher Rowland, Duna Sabri, Jonathan Wyatt, Francesca Stavrakopoulou, Sarita Cargas and Helenann Hartley, Discourse 4.2

Investigating the problem of students negotiating a course which enables them to explore the interface between their faith commitment and the academic study.


Supporting Questioning in Theology and Religious Studies

Kate Crosby, Stephen Pattison and Andrew Skilton, Discourse 2.1

Report of project exploring student perceptions of the conflict between following a particular faith and studying Theology and Religious Studies (TRS).


The Vision of God and its Impact on the Educational Process

William S. Campbell, Discourse 1.1

In the educational process the authority and power of the teacher are crucial factors, so whatever religion one adheres to, the image of God is of fundamental importance for one’s pedagogical approach.


Interfaith learning

Inter-faith Pedagogy for Muslims and Christians

Tom Greggs, Discourse 9.2

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.


Christian Triumphalism and the Hook-Nosed Elephant in the Corner

Dan Cohn-Sherbok, Discourse 10.1

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.


Conversational learning

‘Do They Really Believe That?’: Experiential Learning Outside the Theology and Religious Studies Classroom

Catherine Robinson and Denise Cush, Discourse 10.1

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.


The Seminar Transformed: Use of blogs to enhance face-to-face learning at different levels

Dr Sara Parvis, Dr Jessie Paterson and Dr Kirsteen Murray Discourse 8.3

This paper looks at the use of blogs with students at various different levels within the Scottish university system.


e-Learning in dialogue: Using e-learning to explore the local religious environment

Deirdre Burke, Discourse 8.3

This article looks at the underlying pedagogy for a 'dialogical' e-learning approach to the study of local religious communities.