World Religions (semester one 2011-2019) introduces the principal features of the world's major religions through reference to key events, characters, beliefs and related phenomena. A range of thinkers are discussed such as, Philo, Origen, Rumi, Dogen, Julian of Norwich, Theodor Herzl, Mohandas Gandhi and Vine Deloria Jr.
Religion in Film (semester two 2012 and 2014) introduces a sampling of global cinema in order to help students begin to interpret their visual styles, narrative constructions, historical contexts, and salient religious themes.
The World's Great Thinkers I (semester one 2015-18) investigates the thought and influence of a range of highly influential ancient and pre-modern philosophers.
Comparative Religion: Judaism, Christianity and Islam (semester two 2013-15) investigates the inter-religious and civilisational points of comparison between Jewish, Christian and Islamic traditions over their complex histories. It explores the academic methods necessary to comparative studies of religion.
The World's Great Thinkers II (semester two 2015-17) investigates the thought and influence of a range of highly influential modern philosophers.
Modern Religious Thought (semester one 2015-17) examines the development of the philosophical understandings of God, the gods, and transcendence in the modern period. Students will investigate the key writers on the subject who have contributed to major changes in a variety of religions today, such as Martin Buber, William James, Paul Tillich, Mary Daly, Emmanuel Levinas, Richard Rorty and Charles Taylor.
Religion in the Secular World (semester two 2012-13 and 2015) investigates the new and persistent visibilities of religion in secular societies with reference to key philosophers and political theorists.
Religious Ethics (semester one 2011-12) analyzes a variety of approaches to perennial ethical issues such as the problem of evil or theodicy.
Jewish Thought after the Holocaust (semester two 2014) explores a range of key Jewish thinkers who have provided influential responses to the Holocaust over the course of the twentieth century.
Religion, Ritual and Consciousness (semester two 2011) examines key religious categories such as ritual, myth, the sacred and transcendence through prominent research methods in the study of religion.
Debating the Big Ideas (semester two 2016-17) builds on the introduction to the foundational areas, themes or questions in philosophy, and the methods of study that are typically employed by them in order to debate contemporary issues.
For students who complete the B.A. degree with high levels of proficiency, the fourth year Honours degree provides a chance to write a 15-17,000 word research thesis, enhance their methodological competencies and pursue a directed study of their choice. I've taught the B.A. Honours Methodology course, led directed studies and supervised a number of commendable theses on topics such as: Buddhist and Lacanian Desire (2017); Mad Max: Fury Hope (2017); Origen’s Midrash Pesher (2016); Kant in Rawls (2013); and, Law and Ethics in Bonhoeffer (2012).
Between 2006 and 2010, I taught the following courses in the Bachelor of Arts and Master of Arts degrees in the Religions and Theology Department at the University of Manchester, England:
Introduction to Religions and Theology Core Course (first year)
Introduction to Christianity (first year)
Making Sense of Jesus Christ (second year)
The Return of Religion in the West (third year)
Religion and Political Life Core Course (postgraduate)
Academic Administration at the University of Newcastle
2019-20, Head of Cluster for Historical, Cultural and Critical Inquiry
2012-, Convenor, Studies of Religion courses in the B.A.
2012-17, Convenor, B.Th. Programs
2016, Head of Discipline (Acting), Philosophy and Religion Area
2016, Member, B.A. Revitalization Working Group (2017 Faculty of Education and Arts Dean’s Award for Collaboration Excellence)
2012-13, Convenor, Religion in Political Life Research Program
2011-12, Convenor, Research Group for Religious and Intellectual Traditions
My courses aim to help students develop the skills necessary to participate in great intellectual debates concerning religion. Such skills are embedded in the marking rubrics I use to assess students' ability to critically interpret, argue cohesively, as well as engage primary and secondary sources of evidence.
Typically, I organize course materials around key thinkers. I find that this helps students to empathize with people who developed some of the most important ideas in history. Some courses concentrate upon ancient to medieval thinkers such as Avicenna, Maimonides or Anselm. Others investigate modern thinkers such as Kant, Schopenhauer, Arendt or Levinas. In each case, comparative contextualization of their interventions in the debates of their times informs students about how to face today's challenges.
We live in complex information cultures that benefit from the empathetic and reflective habits of mind that humanities degrees promote. We may have tremendous power to access information through our digital devices, but information does not inevitably lead to meaning nor understanding. It seems to me that Immanuel Kant's enlightenment challenge, sapere aude [dare to be wise], remains ever out in front of us.
The average student rating of all of the courses that I convened which were surveyed at the University of Newcastle was 4.45 on a 0-5 scale. The average student rating of all of the courses that I convened which were surveyed at the University of Manchester was 1.61 on a -2 to 2 scale.
Beyond my academic affiliation I do not work for, consult, own shares in or receive funding from any company or organization that would benefit from my teaching or research. In accordance with my university’s policies and as delineated by relevant Australian state and federal laws, I do not discriminate in admissions, educational programs, scholarships or employment against any individual on account of their sex, race, color, religion, age, physical or mental disability, marital or pregnancy status, political party or opinion, national or ethnic origin, sexual orientation, gender identity or expression or any other category prescribed by law.