Project Report: Diversifying Assessment 3 Web Projects in Undergraduate History of Science - Louise Jarvis and Joe Cain

This is the third paper in a series on diversifying assessment in undergraduate history of science programmes - pp. 27-40

Teaching Philosophy to Non-Philosophy Students: The Example of Architecture and Town Planning - Nigel Taylor

Reflections by a philosopher teaching undergraduates and postgraduates within a school of planning and architecture - pp. 41-52

Introductory Formal Logic: Why do we do it? - Helen Beebee

A report on a project investigating the pros and cons of formal logic training as part of a first year undergraduate degree - pp. 53-62

Critical Thinking and International Postgraduate Students - Zoë Bennett Moore, Lucia Faltin and Melanie Wright

This paper results from a PRS-LTSN funded research project, which examined the definition and place of critical thought in postgraduate programmes in Religious Studies and Theology - pp. 63-94

Taking Philosophical Dialogue Online - Annamaria Carusi

This article discusses a project that aimed to explore whether new technologies are useful for teaching philosophy - pp. 95-156

Assessment where there is no right or wrong answer: An Analysis of the use of Oral Presentations within the Religious and Philosophical Subject Area at the University of Derby, 1996-2002 - Eleanor Jackson and Philip Henry

How can oral presentations be best understood as an effective means of assessment in cases where there is no right or wrong answer? - pp. 157-214