Hands-On Philosophy: Learners as Teachers - John Foster

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 - pp. 19-32

Theology and/or Religious Studies? A Response from Graduate Students - Angela Quartermaine

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 - pp. 33-62

Interview with Graeme Gooday - David Mossley

This is the transcript of an interview with Prof Graeme Gooday - pp. 61-80

Teaching Philosophy Historically: the Case of Personal Identity - David Evans

This article discusses how best to teach the history of philosophy, with particular reference to personal identity - pp. 81-94

The Critical Being of the Liberal Arts Student - Stuart Hanscomb

This article discusses the student learning experience of the Core philosophy courses at the University of Glasgos Crichton Campus - pp. 95-124

Teaching Quinean Indeterminacy - Susan Nuccetelli

This article discusses a strategy for teaching Quine's famous view on the indeterminacy of translation - pp. 125-134

Portfolio, Partnership and Pedagogy - Martin Groves and Phillip Tovey

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 - pp. 135-152

The Hind Report:Theological Education and Cross Sector Partnerships - Gary Wilton

This article investigates whether 'the Church can enter into further, mutually beneficial, partnership with the HE sector by giving attention to the 'appropriateness of the...connections proposed' between Universities, Church Institutions of Higher Education and Church Training Institutions. To do so it deploys Kelsey's 'Athens' and 'Berlin' models of 'excellent' theological education to analyse the aims and approaches of theological education offered by the three different types of institution within the Church of England context - pp. 153-178

Minding the Gap: Employing Formative Assessment Techniques - James Nelson

This article discusses the use of formative assessment techniques to help students better bridge the gap between their experiences of learning at school and at university - pp. 179-190