Landscape of Learning and Teaching in Religion and Theology: Perspectives and Mechanisms for Complex Learning, Programme Health and Pedagogical Well-being

Abstract

This paper examines some of the key drivers in undergraduate teaching and learning in the subject area of Religion and Theology. The focus of the paper is on positive and widening opportunities and methodologies used in pedagogical practice at Higher Education institutions in the UK. Examples of good practice and key changes in modes of delivery indicate a rich area of growth and new learning experiences, identified here as ‘complex learning’. However, the fecundity might belie stress factors that mark a more negative turn in the future of studies in these areas.

This overview seeks to uncover the relative health of the area of academic study. The resultant image is not either that of ‘lights going out’ or of surging luminescence. Rather the view of the landscape is as if from above: a patchwork of practices and variegated levels of health. As a reflective perspective on pedagogy this paper also includes pedagogical purpose in highlighting successful and innovative forms.

Recognising the significance of the information rich web, and the increased use of web-based sources used by prospective undergraduates in their selection of educational institution, the paper examines the kinds of information available and the value of such information as markers for the well-being of Religion and Theology.