Teaching philosophy : moving from face-to-face to online classrooms

This article explores the similarities and differences between Canadian and Australian university teachers’ face-to-face and online teaching approaches and philosophies. It presents perspectives on teaching face-to-face and online in two comparable Canadian and Australian universities, both of which offer instruction in these two modes. The key research question was to determine if moving from face-to-face instruction to on-line teaching results in new teaching approaches or in a creative blend of those developed within each teaching modality. Qualitative data were collected using an open-ended survey, which asked participants for their thoughts on their face-to-face (f2f) and online teaching experiences. Quantitative data were collected using the “Teaching Perspectives Inventory,” which assessed participants’ teaching approaches and philosophies in terms of their beliefs, intentions, and actions. The authors’ conclusions address the issue of assisting teachers to successfully make the transition from traditional teacher-centred to newly emerging learner-centred teaching approaches in distributed classrooms.

Western science and Islamic learners

This article reports on two research projects (one in Malaysia and one in Australia) that studied the experiences of Islamic background learners studying western science. Conceptually, this research program is conducted within a socially constructivist discourse and employs both quantitative and qualitative forms of data collection. The article illustrates ways in which learners' meaning-making in science education is shaped by faith and culture and has the potential to expand our grasp of the expressions, implications and limitations of the constructivist hypothesis in education. In this sense it has an `equality of opportunity' agenda by working to improve access to, and experience in, the science curriculum for Muslim students.

Islamic religiosity, subjective well-being, and health

The aim of this paper is to explore the relationship between Islamic religiosity and satisfaction with a diverse range of life and health domains, in a sample of 2909 participants (1446 males, 1463 females) from Algeria. Factor analysis of the Islamic Religiosity Scale (IRS) indicates that it measures Religiosity as a multidimensional construct with two useful factors: Religious Practice and Religious Altruism. Religiosity at some level is ubiquitous through this sample, and it has a strong positive relationship with Subjective Well-Being (SWB). Moreover, this relationship is relatively unaffected by health deficiencies, even though such deficiencies generally have a negative influence on SWB scores. These findings are discussed in terms of the social context of Algeria.

“Critchley is Žižek” : in defence of critical political philosophy

In an ironically Žižekian manner, this paper argues that Simon Critchley and Slavoj Žižek's apparent political disagreement (ludic reformist versus strident revolutionary) conceal a common set of preconditions and presuppositions. These presuppositions can be summed by the slogan “the forgetting of political philosophy”, which more specifically means the forgetting of the difference between philosophy and political life, and the reflective need to find mediations between the two. Critchley's turn to humour honours the notion that politics is about the realm of appearances, while Žižek's frank avowal of the “diabolical evil” of the subject of the death drive makes patently clear the dangers posed by a “politics of Truth”.