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  1.  2
    Philosophy in Post-92 Universities.Mark Addis - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):85-92.
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  2.  3
    Teaching About Religions of South Asian Origin at the Open University.Gwilym Beckerlegge - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):61-77.
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  3. Teaching Atheism and Nonreligion.Stephen Bullivant - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):93-110.
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  4.  5
    VLE Wiki as Philosophy Assessment.Istvan Danka & Juha Saatsi - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):147-157.
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  5.  2
    What is a University Education For?Thomas Hancocks - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):79-84.
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  6. Beyond Active-Stasis.Lawrence Harvey - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):215-223.
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    Critical Friendships Among Beginning Philosophers.Brendan Larvor, John Lippitt & Kathryn Weston - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):111-146.
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  8. When the Twain Meet.Catherine Robinson & Denise Cush - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):15-30.
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  9. ‘Origins’ and ‘Boundaries’ in Teaching Religions of South Asian Origin.Amy Russell - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):9-13.
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  10. Purusa Sukta.Emma Salter - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):49-60.
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  11.  5
    Reading to Learn to Read Philosophy.Renée Smith - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):175-194.
    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.
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  12. Teaching Source Criticism and Independent Investigation in HSTM.James Sumner - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):195-214.
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  13. Confusing the Issue.Opinderjit Kaur Takhar & Stephen Jacobs - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):31-44.
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  14. What Buddhism is Not.David Webster - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):45-48.
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  15. Dispersed Teaching and Learning through a Foundation Degree in Theology and Ministry.John Williams - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 10 (2):159-173.
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  16. Reading to Learn to Read Philosophy.Renee J. Smith - 2011 - Discourse: Learning and Teaching in Philosophical and Religious Studies 2 (10):175-194.
    Given the right sorts of reading assignments, students can learn to read philosophy by reading philosophy. This paper identifies a number of obstacles 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.
     
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