Remember that many employers accept applications from graduates with any degree subject, so don't restrict your thinking to the jobs listed here. It's important to get relevant work experience to boost your employability prospects. Talk to professionals in the field you're interested in, and consider the different types of placements and work available. If you're thinking about work in religious ministry, talk to local spiritual leaders and get involved in the life of your religious community to find out more about what's involved.
If you want to get into teaching, you will need to have a minimum of two weeks' experience working in a school with children of the age you want to teach. This will show you have the skills and motivation required. Try to become involved with your local community if you'd like a role that involves working with people or look for work with charity and volunteer organisations.
Search for placements and find out more about work experience and internships. As a theology and religious studies graduate, you could work in a variety of different roles in a range of employment sectors. Typical employers include:. Find information on employers in teaching training and education , healthcare , social care , and other job sectors. Studying theology and religious studies gives you a thorough understanding of the major world religions, their historical development and their relationship with the world we live in.
You'll gain insight into the theological, ethical, cultural, political and philosophical issues of religion. Areas of research include theology, religion and culture, ethics and religious conflict. Or depending on the career you want, you may need to take a vocational postgraduate course in an area such as teaching, journalism, librarianship or law.
For more information on further study and to find a course that interests you, see Masters degrees and search for postgraduate courses in theology and religious studies. Find out what other graduates are doing after finishing their degrees in What do graduates do? Jobs and work experience Search graduate jobs Job profiles Work experience and internships Employer profiles What job would suit me? Job sectors Apprenticeships Working abroad Gap year Self-employment.
Search postgraduate courses Funding postgraduate study Universities and departments Study abroad Conversion courses Law qualifications. What can I do with my degree? Graduates of our Religious Studies program have gone on to careers in journalism, law, social work, medicine, international development, business, publishing, teaching, counseling, government, and chaplaincy. Studying religion can build tolerance and the ability to understand others.
Religion matters. Take a look at this article by Harvard professor William A. Arts social media directory. The University of Waterloo acknowledges that much of our work takes place on the traditional territory of the Neutral, Anishinaabeg and Haudenosaunee peoples. Our main campus is situated on the Haldimand Tract, the land granted to the Six Nations that includes six miles on each side of the Grand River.
Our active work toward reconciliation takes place across our campuses through research, learning, teaching, and community building, and is centralized within our Indigenous Initiatives Office. Skip to main Skip to footer. Religious Studies. A background in Religious Studies provides an insight into understanding these works Religion is in the headlines Turn on any news program, and you will hear debates about a wide variety of topics related to religion, politics, and ethics.
Where will a Religious Studies degree take you? Religious Studies opens you to the world and its peoples, to ancient times and today Studying religion can build tolerance and the ability to understand others. University of Waterloo. Log in.
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|Order geology assignment||Others argue that religious education should consist only of teaching about religion in order to promote more democratic ways of being. Misinformation is being corrected, and biases and prejudices are being left behind for tolerance and acceptance! Marty Award for the Public Understanding of Religion. Religious education encourages critical thinking Contrary to caricature, it does not mean force-feeding children fantastical claptrap Tue, Jan 24, Theology is a fascinating field that attracts students for a number of reasons.|
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|Cv editing services online||Take a look at this article by Harvard professor William A. Some within a religious community may be hesitant to apply critical thinking to their own religious beliefs, believing that doing so could weaken their faith. Have you found yourself spending an evening discussing religious truths? This contemplation then leads the person to consistent and appropriate actions. Religious studies is rigorously and playfully open to a multicultural and international way of being that bursts the boundaries of the conventional and the everyday. A background in Religious Studies provides an insight into understanding these works. The journal tool was useful because it collected all of their submissions in one place and allowed them to see their past submissions.|
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|Help with my religious studies critical thinking||The easy way to keep your space spotless this summer. Commentators know, of course, that there is a dearth of statistics that might support their argument. This is an irony that brings the occasional moment of pleasure in the face of the unremitting tedium of secular misunderstandings of faith. It ought to be just a matter of commissioning someone to make an objective, statistically-based comparison between the standard assessments conducted in faith-based schools, in which time is spent on religious education, and those conducted in schools that save this time for core subjects. University of Waterloo. Critical university phd by dissertation only does not consist of setting aside faith, but rather faith is using critical thought to come to know truth for oneself. Take in bite-size pieces of the Wild Atlantic Way this summer.|
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Some within a religious community may be hesitant to apply critical thinking to their own religious beliefs, believing that doing so could weaken their faith. Psychologist Diane Halpern, however, suggests that critical thinking need not carry with it such negative connotations. Religious believers may be concerned that other critical thinkers have reached an opinion different than theirs.
This concern can be addressed by the way critical thinking is defined. Such critical thinking requires a sort of mental flexibility, a willingness to acknowledge that a person may not be in possession of all the facts. Including such flexibility when defining critical thinking does not disqualify its application to religious education. A religious person can hold beliefs and knowledge while remaining flexible, just as a mathematician holds firm beliefs and knowledge but is willing to accept more and consider alternatives in the light of additional information.
In other words, being in possession of facts that a person is unwilling to relinquish does not mean that he or she is unwilling to accept additional facts. Elder Dallin H. Oaks spoke about the idea of differing conclusions when addressing religious educators. As a result, we reach different conclusions on many important subjects that others judge only in terms of their opinions about mortal life.
While both are employing critical-thinking skills, they may be doing so with different facts and differing amounts of facts. All of the facts in consideration may be true, but because of the way those facts are understood, different conclusions are reached. Still, the thinking taking place can be correctly defined as critical. Of course, it is possible to contest a belief, debate, and even disagree while still maintaining trust and respect, but such a teaching atmosphere is what Mohan considers cosmopolitan and, as such, it would require no re-understanding to accomplish it.
Elizabeth Ellsworth described her experience when attempting to employ the type of approach Mohan suggests in her own classroom. The aim is to inspire the individual to think about, feel about, and then do something about living gospel principles. This change does not solely consist of stopping some behavior but also includes starting new behaviors.
Elder Neal A. President Boyd K. Some would argue that if it does not lead to this kind of contending, transformative action, critical thinking is incomplete. Transformative action taken by individuals to change themselves is necessary.
Critical thinking defined to include this contention does not have a place in religious education within the Church. A balanced definition of critical thinking that allows for faith in things which are hoped for and yet unseen see Alma may look something like this: Critical thinking consists of persistent, effortful, ponderous, and reflective thought devoted to concepts held and introduced through various ways, including experience, inquiry, and reflection.
That person then analyzes, evaluates, and attempts to understand how those concepts coincide and interact with existing knowledge, ready to abandon or employ ideas based upon their truthfulness. This contemplation then leads the person to consistent and appropriate actions. Because of the benefits of critical thinking, some have taken its application to an extreme, allowing it to undermine faith. Addressing a group of college students in , President Gordon B.
It is a time not only of positive thinking but sometimes of critical thinking. Let me urge you to not let your critical thinking override your faith. Despite a potential to undermine faith when applied incorrectly, critical thinking holds too much promise to be abandoned. Not only do questions and critical thought have an appropriate place in the Church, but as President Dieter F.
Uchtdorf has pointed out, the Church would not exist without it. This concept of critically thinking while still acting in faith is illustrated in Alma —43, when Alma teaches a group of nonbelievers who nonetheless want to know the truth. The necessity of exercising faith is a major component of all religion.
The skeptical critic of religion could assert that these statements amount to blind faith or towing the line without a rational or logical reason to do so. Applying critical thinking to such assertions may disclose, ironically, that such approaches are no different than using rational thought.
In Educating Reason , author Harvey Siegel responds to a criticism sometimes waged against critical thinking called the indoctrination objection. His argument provides a means for reconciling faith with logic. In short he observed that critical thinkers have traditionally been opposed to indoctrination of any kind.
Over time much has been applied to the perception of, and even the definition of, indoctrination, which now carries with it highly negative connotations of teaching content that is either not true or is taught in such a way that the learner is not provided a way to measure the truthfulness of what is being taught.
Yet the fundamental definition of indoctrination is simply to teach. The indoctrination objection is based on the idea that critical thinkers want to reject all indoctrination, but they cannot do so because critical thinking itself must be taught indoctrinated. It must be acknowledged that children are not born valuing rational thought and evidence; those values must be taught, or indoctrinated.
Should we call it indoctrination? This seems partly, at least, a verbal quibble. A teacher is justified in teaching students and a learner is justified in studying if doing so will eventually enhance rationality and if students are allowed to evaluate for themselves what is being taught.
There may even be a period when rationality is put on hold, or the lack of rationality perpetuated, temporarily for the sake of increasing critical thought in the end. This concept of proceeding with learning without first having an established rationale for doing so is the very concept of faith.
The moment when a learner must accept a teaching without first having a sufficient reason for doing so is faith. Students who continue to engage in the learning process are acting in faith. If the things being taught are true, those things will eventually lead those students to increased rationality and expanded intellect. Such teaching should not detour the student from seeking his or her own personal confirmation.
Teaching in a manner that discourages students from establishing their own roots deep into the ground is antithetical to both critical thinking and the purposes of LDS religious education. The culture and doctrine of the Church seeks to avoid indoctrinating members in the negative or pejorative sense.
Moreover, the Church exhorts all people to approach the gospel not only intellectually but with the intellect and the spirit, a process in which reason and faith work together. The Prophet Joseph Smith addressed the relationship between faith and intellect. Diligence and heed are required in religious education, in which the content being taught is considered irrational by secular society. I used the funding to visit the Derrida Jacques Papers in the Special Collections and Archives at the University of California in Irvine twice: once in the summer of and again in fall Steven Ramey return to their research on the implications of classification to raise important questions about the politics and consequences of such a framing.
Religious literacy, which typically refers to knowledge about religions, differences between religions, and diversity within each religion, can reinforce problematic claims about social groups as evident in the chart reproduced above. Useful knowledge can easily become harmful, especially when it tends towards selective generalizations and ignores the issue of who is doing the talking.
You a fan of country music? Taken July 1, Kyle Ashley is a junior from Highlands Ranch, Colorado. Majoring in Religious Studies, his main interests include loitering in libraries, copious amounts of coffee, and keeping it emo in Knuckle Puck, a band out of Chicago, was amongst our favorites. As part of the MA in Religion in Culture at UA, students attend a monthly colloquium designed to introduce them to community members seeking graduates with strong critical thinking skills.
During these meetings, the Department of Religious Studies brings in individuals from within and outside of the University to share their experiences in the job market. Their presentations often focus on the ways that the tools each MA student is cultivating in their humanities courses can be useful outside of traditional academia. He is currently studying the intersections between law, politics, and religion in Dr. The Supreme Court heard arguments last month in American Legion v.
American Humanist Association , a case involving a foot Peace Cross situated in a Maryland public park. Before and since the argument, American Legion has received special attention from the constitutional scholar and layman alike. While constitutional considerations carry great weight, they miss the heart of this case.