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James D. Holt

Associate Professor of Religious Education

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    • 1. Teaching with authority
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    • Atlas Shrugged
    • Liberation Theology and Sexuality 2nd Edition
    • Science in Faith and Hope. An Interaction
    • The Authentic Gospel of Jesus
    • The Poverty and Justice Bible
    • The Puzzle of Sex
  • CPD
    • Assessment in RE
    • Beyond the Big Six Religions
    • Bridges to Learning
    • Buddhism
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    • Rastafari
    • Sikhism
    • Teaching Islam
    • The Church of Jesus Christ of Latter-day Saints and the RE classroom
  • Education Musings
    • Educating against Extremism
    • Maya Angelou and Education
    • Relationships and Sex Education (RSE) and Faith
    • Some further concerns about PREVENT
    • “They’re not all the same”: reflections on the experiences of minority religious and ethnic groups.
  • Inter-faith
    • Inter-faith dialogue: A transformational third space
  • Just War
    • 1. Introduction
    • 2. The Early Church
    • 3. Ambrose of Milan (340-397CE)
    • 4. Augustine (354-430CE)
    • 5. Thomas Aquinas (c1225-1274CE)
    • 6. Francis de Vitoria (c1480-1546CE)
    • 7. Conclusion
  • Media
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  • Miscellaneous Musings
    • B-Y-Who?
    • Emmitt Smith
    • Learning to love yourself
    • Set the world on fire
    • The Dallas Cowboys- a 30 year retrospective
    • The Great Kingdom
  • Mormon Musings
    • A calling or a vocation?
    • Fostering or failing faith?
    • Mitt Romney’s Mormonism: Implications for the 2012 Election and Beyond
    • Now the birth of Jesus Christ was on this wise…
    • Religions of the World and the Restored Gospel of Jesus Christ
    • Serving in the Kingdom: It’s not where but how
    • The dichotomy of Latter-day Saint interfaith commentary: a way forward.
    • The Gospel and our virtual selves
    • The Legacy of the First Vision
    • What manner of worship?
  • On Holy Ground
    • Introduction
    • Islam
  • Publications
  • Religious Education Writings
    • A Five Year GCSE- really?
    • A reflection on Government policies on the subject of religious education: misunderstandings and the way forward.
    • Assessment: one size fits all?
    • Challenge in RE
    • Dichotomies and Religious Education
    • Did they really mean that? The use of quotes in Religious Education (and life) part 2
    • Did they really say that? The use of quotes in Religious Education (and life)
    • Evidence to the Commission on RE
    • How should we use religious objects in the classroom?
    • Pop culture and RE: an under-realised third space
    • Storytelling
    • The Boundaries of Islam
    • The music of life
    • Views on teaching Islam
    • Who owns a religion?
  • Resources for teaching Religious Studies
    • Philosophy of Religion
      • Atheism and Agnosticism
        • Sociological Critique of Religion (Marx and Durkheim)
        • The Psychological Critique of Religion
        • The Scientific Critique of Religion
        • What is agnosticism?
        • What is atheism?
      • Miracles
        • 1. What is a miracle?
        • 2. Arguments Against Miracles
      • Religious Language
      • The Cosmological Argument
        • 1. Introduction
        • 2. Kalam
        • 3. The Thomist Cosmological Argument
        • 4. The Leibnizian Cosmological Argument
        • 5. Comparison of the arguments
        • 6. Arguments against the Cosmological
      • The Ontological Argument
      • The Religious Experience Argument
        • Against Religious Experience
        • Arguments for
        • James and Otto in practice
        • Rudolph Otto
        • William James
      • Truth
    • The Church of Jesus Christ of Latter-day Saints in the RE Classroom
      • 1. Article about the Church and the RE Classroom
      • 2a. Joseph Smith and the First Vision
      • 2b. Joseph Smith and The Book of Mormon
      • Introduction to The Church of Jesus Christ of Latter-day Saints
  • Testimonials
  • Thoughts on Teacher Identity
    • The Importance of a Coherent Teaching Identity: Reflection on Belief and Education

Education Musings

Some thoughts on issues general to education that may overlap into RE every now and again

“They’re not all the same”: reflections on the experiences of minority religious and ethnic groups.

Some further concerns about PREVENT

Educating against Extremism

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