Publications

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A Narrative Approach Exploring Philosophy in Education and Educational Research
(Routledge, 2018) Stolz, Steven A; Ozoliņš, John
The use of narrative – in this case a fictional dialogue – has been a time-honoured way of exploring ideas and most importantly indispensable for learning, at least since the time of the Sophists. Indeed, the dialogues of Plato exemplify this thesis because the qualities and characteristics of philosophy and philosophising are revealed through their lives. Extending on this premise, we would argue that we learn to understand both the unity and complexity of philosophy – particularly in education and educational research – not by formal philosophical arguments, necessary as they are in some contexts, but by narratives that are relevant, narratives that make the actions of one or more characters intelligible and justifiable. As a result, this article uses a narrative approach for the dual purpose of exhibiting the relevance of philosophy intelligibly exhibited through the examples of the characters put forward (enquiring Ph.D. student and university professor), but at the same time characters we ourselves can learn from as they both dialectically engage with philosophically orientated problems.
A Short Guide to Writing a Thesis
(ATF Press, 2011) O'Collins, Gerry
This book is about how postgraduate students might choose a topic for their thesis that they can investigate and turn into a short paper or a long dissertation. It aims to offer straightforward suggestions about doing research, putting the results into a convincing form, and dealing with difficulties that inevitably arise. The overall objective of this book is to provide students and their supervisors with some down-to-earth proposals about things to do and things to avoid when preparing and producing a long essay or a thesis.
Action for Justice: A new approach to equity
(Victorian Association of State School Principals, 2008) O'Neill, Jarrod; Reid, Duncan
The article outlines a programme for social justice education recently developed and implemented at Camberwell Girls Grammar School in Melbourne.
An Approach for Deep Theological Learning in Research Methodologies
(SCD Press, 2018) Goodwin, Denise; Ball, Les; Bolt, Peter G
Attitude Towards Mental Illness and its Effect on Seeking Psychological Treatment among University Students
(inScience Press, 2024-04-20) Gang, Getrude Cosmas Ah; Lin, Lua Pei; Gie, Kok Ann; Torres, Eric Manuel; Pracana, Clara; Wang, Michael
Mental illness among university students is an ever-growing concern. The many challenges arising from both academic and social life are factors that likely contribute to mental illness in this population. Indeed, the often-hectic university lifestyle can lead to stress, depression, and anxiety for some students. This might accumulate with other stressors (e.g., interpersonal conflict, family relationships, and socio-environmental factors) thereby affecting a student’s capability to cope when experiencing difficulties. Without adequate psychological support, certain students may develop mental illnesses. Although most universities offer various means to access psychological assistance or counselling, many students nonetheless feel hesitant to seek help. A major barrier in help-seeking is the perceived negative attitude towards mental health issues, including feeling ashamed for being diagnosed with a mental illness and worrying about the potential consequences of such a diagnosis. Thus, negative attitudes can impede students from seeking psychological support. To investigate this phenomenon, a study involving 236 university students was conducted. It found that negative attitudes towards mental illness play a significant role in students not seeking psychological help. Students exhibiting positive attitudes towards mental illness demonstrated fewer barriers to obtaining psychological help (i.e., less fear of stigmatization, less difficulty in self-disclosure, and less perceived devaluation). Positive attitudes towards mental illness might derive from greater knowledge and awareness about mental health. Therefore, it is imperative for universities and similar institutions to implement mental health advocacy programs to promote positive attitudes towards mental illness. This may decrease certain barriers among university students considering obtaining psychological help. [Accompanying International Psychological Applications Conference and Trends (InPACT) 2024 Conference presentation: https://youtu.be/4hCKJfLMNAw.]
Attitude Towards Mental Illness and its Effect Towards Psychological Help: A Study from the Perspective of the Indigenous University Students in Sabah
(Institute for Youth Research Malaysia, 2023-10-23) Gang, Getrude Cosmas Ah; Lin, Lua Pei; Gie, Kok Ann; Torres, Eric Manuel
The issue of mental illness among university students has been increasingly highlighted during and after the COVID-19 pandemic. To tackle this issue, government and nongovernment agencies have implemented various mental health programs and campaigns to ensure students are better aware of their psychological well-being and open to seeking relevant support. For this reason, it is important to study students’ attitudes when seeking psychological help. For indigenous students in Sabah, their attitudes towards mental illness might contribute to the barriers they face to gaining psychological support when experiencing distress and depression. Some indigenous students might feel worried or ashamed when seeking psychological assistance from relevant sources offered by universities (e.g., counselors, student social support, or welfare units). To explore this phenomenon, a study was conducted involving 87 indigenous students (i.e., Kadazan dusun, Murut, Rungus, Bajau) attending a public university in Sabah. Its main aim was to examine their attitudes towards mental illness and how these impact barriers to seeking psychological support. This study revealed that indigenous students’ attitude had no significant effect on obstacles to seeking psychological help. However, their attitudes did have a notable negative effects impact on one of the components of these obstacles (perceive devaluation). The attitudes towards mental health contributed 8.2% of the variance in perceived devaluation. This indicates that indigenous students who showed more positive attitudes towards mental illness tended to demonstrate less perceived devaluation in seeking psychological help (e.g., they disagreed that their self-confidence might decrease or they would feel weak if they sought psychological support with a professional). These positive attitudes likely derive from mental health programs and campaigns delivered by universities, student clubs, or other support organisations. Therefore, highlighting the importance of fostering positive mental health awareness for indigenous university students may help to reduce the impediments to students seeking psychological help.
Attitudes Towards Mental Illness And Their Effects On Barriers In Seeking Psychological Help: A Study From The Perspective Of Indigenous University Students In Sabah
(2024-06-30) Gang, Getrude C Ah; Lin, Lua Pei; Gie, Kok Ann; Torres, Eric Manuel
The mental health programs/campaigns organized by the relevant authorities can help elevate awareness among Indigenous students' attitudes towards seeking psychological support. It is assumed that attitude towards mental illness can affect their interest in gaining psychological support when experiencing distress and depression. To explore this phenomenon, 87 Indigenous students in Sabah were involved in this study. Participants were selected via a random sampling of readily available and willing students. Data was collected using Google Forms links and face-to-face surveys. The data was then analyzed using descriptive and inferential analysis. This study aimed to examine students' attitudes towards mental illness and its impact on barriers to seeking psychological support. Based on a simple regression analysis, the study found that students' attitudes had no significant effect on obstacles to seeking psychological help. However, students' attitudes showed notable negative effects on one barrier component (i.e., perceived devaluation). The attitudes towards mental illness contributed 8.2 percent of the variance in perceived devaluation. This indicates that Indigenous students who showed more positive attitudes towards mental illness tended to demonstrate less perceived devaluation in seeking psychological help (e.g., they disagreed that their self-confidence might decrease if they sought psychological support from a professional). These positive attitudes likely derive from mental health programs/campaigns organized by universities and relevant organizations. Indeed, highlighting the importance of fostering positive mental health awareness for Indigenous university students may help to reduce the impediments to students seeking psychological help.
Australian reenvisioning of theological education: In step with the Spirit?
(Australian Catholic University, 2011-12) Cronshaw, Darren
There is a growing interest in local churches reshaping themselves around mission and developing an everyday theology for the marketplace, but what does this mean for theological education and leadership formation? How do we keep in step with the Spirit and help our students practice consecration through the Spirit? This article grapples with these questions by drawing on three Australian writers; marketplace theologian Robert Banks, missional church leaders Alan Hirsch and Michael Frost, and Australian poet and artist Michael Leunig. It presents innovative approaches to training at Australian colleges and training providers including Tabor College Victoria, Forge Mission Training Network and Whitley College, and discusses implications for the future of theological education in step with the Spirit. To be in step with the missionary Spirit will include reenvisioning our approach to vocation and the ministry of the whole people of God, recalibrating our churches around mission and recentring with contemplation and engaging our cultural contexts.
Building bridges rather than walls: research into an experiential model of interfaith education in secondary schools
(Taylor & Francis, 2016-05-09) McCowan, Tim
This paper examines research findings from an experiential model of interfaith education called the Building Bridges through Interfaith Dialogue in Schools Programme (BBP). The BBP has been operating continuously in Melbourne, Australia since 2004. In the research, participating students were interviewed and surveyed to assess the effect of this experiential interfaith education programme on their knowledge, attitudes, perspectives and behaviour toward those from different religious and cultural backgrounds to them. Some of the data from those interviews are included in this article. The findings identify that the programme promoted religious literacy, (including improved knowledge, understanding and appreciation for different religious and cultural traditions and their practices), dismantled prejudice from ignorance and overly generalised stereotypes of others, and promoted social inclusion and cohesion.
Christian Education Curriculum for the Digital Generation: A Case Study of Second-Generation Korean Australian Youth
(Wipf & Stock, 2015) Park, Jong
The book is about exploring and presenting a model of digital-based curriculum for Christian education suitable for the digital ways of learning, communicating, and thinking. I talk about limitations of analog-based curricula, most of current curricula, and necessities for digital-oriented ones. Then, I provide a new model of curriculum, curriculum as software. Curriculum as software is a curricular framework for embracing digital culture like open-flat network, service-centered management, Interactive communication, and offline-online hybrid learning space. It consists of four spiral stages: Analysis, Design, Simulation, and Service. In the process of Designing units, 4R Movement, a new learning theory, is utilized to encourage today’s young people to construct their own knowledge after critically analyzing various resources of information. 4R-embeded courses are implemented in the four movements: Reflection, Reinterpretation, Re-formation, and Re-creation.
Christian school educators’ perceptions and perspectives of the value of postgraduate study
(2010) Harvey, Pamela
Civil Society, Education and Human Formation: Philosophy’s Role in a Renewed Understanding of Education [Edited Book]
(Routledge, 2017) Ozoliņš, John
Education has been widely criticised as being too narrowly focused on skills, capacities and the transference of knowledge that can be used in the workplace. As a result of the dominance of economic rationalism and neo-liberalism, it has become commodified and marketed to potential customers. As a consequence, students have become consumers of an educational product and education has become an industry. There is deep dissatisfaction with these neo-liberal developments. What is missing is any conception of education as a key factor in the ‘human formation’ that will lead students to develop the virtues and values that they will need to not only lead successful lives, but also be responsible members of their communities — working for the common good and acting to transform them into just societies. This volume draws together a number of different perspectives on what is meant by ‘human formation’, argues that for a much richer conception of education, and addresses the lack of attention to human fulfilment. It also highlights the importance of philosophy in the articulation of novel ways of conceptualising education — providing alternatives to the dominant neo-liberal and economic rationalist models. The central question with which the book is concerned is a renewed understanding of education as the formation of persons, of civil society and the role of philosophy in fostering that renewal. In this volume there are a variety of voices from diverse traditions and cultures. Both East and West are represented and it might be expected that this would result in a divergence of opinion about the purpose of education. However, in spite of the diversity, there is some significant convergence in thinking about the ways in which education ought to serve the needs of both the individual and their communities. What is also particularly useful, and what is fresh about the essays presented here, is that there is also diversity in the philosophical approaches to the problem. This means that the convergence on the importance of ‘human formation’ as the cornerstone of education does not rely on a privileged philosophical method.
Comparative theology and religious education in Catholic schools.
(Kindle Direct Publishing, 2020., 2019-07) Dupuche, John
Competing interests and the inclusion of children with complex needs
(2021-05) Huth, Kerrin
Lutheran schools and early childhood services in Australia are increasingly catering to students with diverse needs. This is reflective of our Australian society, with each school reflecting to some extent the diversity of their local community. The very nature of the Lutheran school population has changed over time, however despite this, one thing remains constant - what we believe about the nature of our learners. When we view 'difference' as something that relates to all learners, it changes our approach. This article considers the concept of inclusion, barriers to inclusion, overcoming barriers and how we live out our theology in action.
Connecting with Generation Alpha
(2020) Huth, Kerrin
As we reflect on the lives of previous generations and look ahead to the needs of the generations of today and into the future, we see how times have changed and are continuing to change. For several years we have spoken about how to reach Generation Z in our schools. The reality is that Generation Z are now moving out of our schools and are becoming our beginning teachers. We are faced with a new challenge taking place in our schools. What comes after Generation Z? Generation Alpha can be characterised in many ways. Our challenge is to consider how we most effectively reach Generation Alpha and meet their needs as learners.
Contextualising theology for the Asia Pacific Region: curriculum design
(Asia Pacific Baptist Educators Forum, 2017) Jackson, Darrell
Creating the Civil Society East and West: Relationality, responsibility and the humane person
(Blackwell, 2017) Ozoliņš, John
A recurring theme in many places concerns the nurturing and maintenance of a civil society that is committed to justice, to human fulfilment and a community that actively pursues the good of all its members. The creation of a civil society where there is respect for persons and a concern for the good of others is an important social aim and though it is not the sole responsibility of educational institutions, they have a crucial role to play in its development. It also evident that the creation of a civil society includes the family and the wider community and so in order to understand how a civil society is to be fostered, we need to understand relationality, a central concept in both the Western and Eastern understandings of human nature. If we reflect on contemporary education in both the East and the West, an important question to consider is the extent to which education measures up to developing in young people a sense of their responsibilities to one another, their families and to the wider community. In short the question of how well we are developing humane persons who are able to relate to one another and build a civil society. This article argues that there needs to be a rebalancing of the aims of education to include the development of those values and dispositions that will foster a civil society.
Curiosity and Douby in Researching the Future: The Contribution of Flipped Learning to Sociality in Theological Innovation
(SCD Press, 2018) Taylor, Steve; Dewerse, Rosemary; Les Ball and Peter G. Bolt
Wonder is a verb, involving actions of curiosity and doubt. Research suggests that class time in higher education offers little opportunity for active student participation. This has particular consequences for theological education, given the motivations, experiences and investments of our students. Curious about ways to increase student participation, five innovations in teaching are outlined. These include attention to classroom interaction, industry-shaped assessment, tutorial design, curricula development and flipped learning. Student feedback suggested these innovations enhanced learning by increasing sociality. Doubtful about the place of technology in learner-centred teaching, a survey of recent literature on technology and education is brought into conversation with the results of a small action-research project, which implemented flipped learning into a theology class. Student feedback again provided evidence that teaching is a profound social activity. The argument is technology enables the delivery of better learning, increasing student participation and the sociality of learning.
Curriculum as Software: A Digital-Based Approach
(Cambridge Scholars, 2015) Park, Jong; Debergue, Yvette; Harrison, James R
The major focus of this article is about how analogue teachers will need to provide faith education to the next generation. A major feature of today's students is that they are a digital generation growing up with new technology. The bottom line is that this digital generation is totally different from previous analogue generations in term of their ways of thinking, learning and communicating.
Developing a theology capstone unit through the teaching and learning nexus
(Blackwell, 2021) Macallan, Brian
The challenge of integrating best practice for teaching and learning is perennial. Within an Australian context, despite increases in student satisfaction over the decades, challenges remain concerning student classroom engagement, peer collaboration and the value and use of technology. Within my own religious and theological university environment, I have sought to address some of these challenges in the development of a Doing Theology Capstone Unit. This paper outlines the key subject information of the unit, followed by five key areas that informed the development. It is argued that by taking seriously the teaching and learning nexus, requires paying attention to these five key areas. The discussion section of this paper, therefore, explores demographics and diversity, active learning, constructive alignment, assessment and technology. These five areas are explored in relation to the developed curriculum for the Doing Theology unit. It is argued that by paying attention to these areas we can enable greater student engagement and peer-to-peer participation.

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