Course coordinator
Dr Ryan Williams
Course overview
- Study period
- Semester 1, 2025 (24/02/2025 - 21/06/2025)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Historical & Philosophical Inq
This course will introduce students to historical and contemporary expressions of religion, spirituality, and non-religion. While organised religion in Australia is statistically in decline, this course shows that the transformation of religious life is vivid, dynamic, and exciting, with new religious, spiritual and secular ways of living and being that are contributing to the diversity of Australian multiculturalism. The course offers students hands-on experience through visiting religious, spiritual, and non-religious sites of students' own choosing, including churches, mosques, synagogues, music concerts, sports matches, nature walks, and meditation retreats. Students will gain insight into the religious and cultural diversity in Australia, while reflecting on its complex colonial legacy, through attention to peoples' lived experiences.
Course requirements
Assumed background
There are no prerequisites for this course but students are encouraged to read widely to gain some context for the information presented.
Course contact
Course staff
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Students are required to organise their own site visits to one religious site and one secular/spiritual site on or off campus. Each visit will take about 2 hours. Digital or online visits permitted alternately.
Aims and outcomes
This course aims at developing in students the abilities of independent research, analytical thinking, critical judgment, effective written and oral communication and social understanding of various religious traditions, spiritual practices and new religious movements.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
develop openness and curiosity towards the varieties of religious beliefs and practices around the world
LO2.
acquire a broad familiarity with key concepts and ideas across religious traditions
LO3.
understand religious traditions as lived by diverse people within particular historical, geographical and social contexts
LO4.
develop the knowledge base and analytical skills to examine issues and conflicts around religion today
LO5.
bring empirical evidence to bear upon theoretical scholarship and public opinion
LO6.
critically analyze evidence and arguments from a range of sources and synthesize material and ideas clearly in speech and in writing
LO7.
conduct research independently, demonstrating reasoned thought, creativity and a high quality of expression
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution | Tutorial Participation | 20% 10 x (2 points each) |
5/03/2025 - 14/05/2025 |
| Paper/ Report/ Annotation | Research Proposal (in preparation for major essay) | 30% |
16/04/2025 2:00 pm
Students must use the supplied template available on Blackboard |
| Essay/ Critique | Major Essay | 50% 2000 words |
28/05/2025 2:00 pm
For topics and readings see Blackboard and the library resources page. |
Assessment details
Tutorial Participation
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution
- Weight
- 20% 10 x (2 points each)
- Due date
5/03/2025 - 14/05/2025
- Learning outcomes
- L01, L02, L06
Task description
Tutorials: There will be ten tutorials over the course of the semester starting in week 2 (9 tutorials if public holiday).
Tutorial Participation: Tutorial participation requires genuine preparation, which includes completing the set readings and attending the lecture. Please note that active participation is required. Participation marks are not given simply for attendance (see the criteria below).
Preparation: Students must read the assigned reading and prepare a response to the assigned question for discussion during the tutorial (readings and tutorial questions are available in Learning Resources). Students are also expected to engage in further discussion around the themes raised by the reading, as prompted by the tutor and as part of a discussion amongst your peers.
Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Research Proposal (in preparation for major essay)
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- 30%
- Due date
16/04/2025 2:00 pm
Students must use the supplied template available on Blackboard
- Learning outcomes
- L01, L04, L05, L06, L07
Task description
Aim: The research proposal assignment is aimed to encourage students to prepare for their major essay. It assignment provides students with an opportunity to receive feedback on their research plans.
Site visits: Students are required to visit one religious/secular/spiritual site (in person or virtually) for this assignment (1 of the 2 that is required for the major essay). Students are advised to begin their site visits as soon as possible in the semester to avoid last minute rush. Further details will be provided in lectures and on Blackboard.
Students must use the template provided on Blackboard. The assignment will be discussed in lectures. It is crucial that you attend lectures and read the information provided on Blackboard. The template will require students to: choose their essay topic from a list; record fieldnotes and observations from 1 site visit; summarise their theoretical framework; and complete an annotated bibliography with relevant sources.
Word Count: Word Limits are provided for each section in the template. Word counts within ±10% of the set length (word limits supplied in template) is acceptable. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria. Do not use footnotes in the templates. Quotations are a part of the word count.
Referencing Style: Students must use Chicago style for references and bibliographies: http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
AI: This assessment task evaluates the student's abilities, skills and knowledge without the aid of artificial intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.e (AI).
Submission guidelines
submit via turnitin in Blackboard >assessment
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Major Essay
- Mode
- Written
- Category
- Essay/ Critique
- Weight
- 50% 2000 words
- Due date
28/05/2025 2:00 pm
For topics and readings see Blackboard and the library resources page.
- Learning outcomes
- L01, L02, L03, L05, L06, L07
Task description
Site visits: Students will visit 2 sites (online or in person) , one religious and one secular or spiritual during the semester and write a 2000 word essay. Further information and detailed guidlines about the assessment and particular site visits, and what to look for when you are there, will be discussed in lectures and tutorials with guidelines found in blackboard.
Word Count: 2,000 words. Word counts within ±10% of the set length (word limit) is acceptable. Word counts do not include footnotes, however, discursive footnotes are included in the word count. Quotations are a part of the word count. Bibliographies are not included in the word count. A word count that is outside these 10% will receive a proportionate penalty and will be graded against the grading criteria.
Topics and Sources: For this assessment, you must choose a theme (see the template from the Research Proposal assignment) and make an argument with thesis statement, theory, and your observations. The essay should be based on no less than 7 academic sources.
Referencing Style: Students must use Chicago style for references and bibliographies: http://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html
AI: This assessment task evaluates the student's abilities, skills and knowledge without the aid of artificial intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.e (AI).
Submission guidelines
Submit via Turnitin through Blackboard >assessment
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 24 |
Absence of evidence of achievement of course learning outcomes. |
| 2 (Fail) | 25 - 44 |
Minimal evidence of achievement of course learning outcomes. |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. |
Additional course grading information
Tutorial Participation Assessment Criteria
Your tutorial participation will be assessed according to the following criteria:
- Evidence of participation in discussions.
- Evidence of preparation for the tutorial, most notably through completing the set readings.
- Quality of contributions to discussions.
- Fostering of group discussions, through courteous and respectful interactions with staff and students.
- Attendance is necessary to fulfill the above criteria, as per the course requirements, but marks cannot be awarded for attendance alone.
To achieve a grade of 7 (High Distinction, 85-100%), your attendance will be flawless and your participation exceptional. This grade reflects exceptional levels of preparation, mastery of course materials, and very high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers very effectively.
To achieve a grade of 6 (Distinction, 75-84) your attendance will be excellent and your participation very substantial. This grade reflects excellent levels of preparation, knowledge of course materials, and high quality contributions to, and fostering of, group discussions. You should be able to engage with your peers effectively.
To achieve a grade of 5 (Credit, 65 – 74%), your attendance and participation will be good. This grade reflects proficient levels of preparation, good knowledge of course materials, and good quality contributions to, and fostering of, group discussions.
To achieve a grade of 4 (Pass, 50 – 64%) your attendance and participation will be satisfactory. This grade reflects adequate levels of preparation and knowledge of course materials, and an acceptable quality of contributions to, and fostering of, group discussions.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation and superficial knowledge of course materials and basic levels of preparation. However, when in attendance, there is evidence of your ability to demonstrate developing achievement in contributions to, and fostering of, group discussions.
To achieve a grade of 2 (Fail, 25-44%), your attendance and participation will be very unsatisfactory. This grade reflects irregular attendance and/or participation, minimal knowledge of course materials, little evidence of preparation, and mixed to low quality of contributions to, and fostering of, group discussions.
To achieve a grade of 1 (Low Fail, 0-24%), your attendance and participation will be unsatisfactory. This grade reflects irregular attendance and/or participation, an no evidence of preparation, and little or no evidence of quality of contributions to, and fostering of, group discussions.
Research proposal for site visit essay
Criteria:
- Relevance and depth of description and analysis of a site visit
- Identification of key issue(s) relevant to your emerging argument and related to your observations and theoretical perspective
- Ability to summarize concisely and accurately a theoretical perspective relevant to your developing argument/approach
- Presentation and evaluation of academic sources relevant to your proposed essay theme
- Presentation and written expression
- Insight and/or creativity in interpreting observations and/or theoretical material
To achieve a grade of 7 (High Distinction, 85-100%), your proposal should demonstrate exceptional consideration of issues your topic or theme, and providing a nuanced and sophisticated statement of your observations and your theoretical approach. There should be clear links between your observations and your theoretical perspectives, and the sources that you identify. Your proposal will be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75-84%), your proposal should demonstrate an advanced level of reflection of your observations and a very effective summary of the key theoretical perspective that you proposed to utilize. The links between your observations and theoretical perspective should be clearly identified. Your proposal will be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%), your proposal should demonstrate proficient consideration of issues that arose during your observations and you should provide an effective statement relating to the theoretical perspective that you propose to utilize. The links between your observations and your theoretical perspective will be well identified, with good evaluation of relevant sources. The presentation and referencing of your essay will follow/largely follow discipline conventions, have few/some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%), your proposal should adequately consider some issues that arose during the course of your observations and it will provide a functional or workable summary of the theoretical perspective that you proposed to utilize. There will be adequate identification of links between your observations and your theoretical perspective, and a basic evaluation of some relevant sources. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%), your proposal will consider issues arising from your observations only superficially, and you will demonstrate a developing proficiency and understanding of the theoretical perspective that you propose to utilize but ultimately the summary does not result in a workable statement that reflects your approach and may present a lack of understanding of theoretical materials and perspectives. The links between observations and theory may be superficial or absent, with sources evaluated inadequately. Your organisation, writing, spelling and grammar will be adequate/poor and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%), your proposal will demonstrate minimal consideration of the relationship between your observations and theoretical perspective. You will fail to provide a description of observations that relates to a workable topic, and will reflect a lack of integration with your chosen theoretical perspective. There will be poor or insufficient identification of a theoretical perspective and a lack of understanding of the proposed theoretical approach. There will be inadequate evaluation of relevant sources. Your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your proposal will fail to include personal observations and fail to consider a theoretical perspective. There will be no consideration of how your observations relate to a theoretical perspective. There will be no or insufficient evaluation of relevant sources. There will be an unsatisfactory standard of presentation and/or written expression. Use of discipline conventions will be absent, poor or inappropriate.
Essay Assessment Criteria
Your essay will be assessed according to the following criteria:
- Ability to construct a well-reasoned argument.
- Depth and breadth of knowledge and understanding of central issues.
- Ability to form a well-structured essay.
- Engagement with academic sources and evidence.
- Insight and/or creativity in interpreting texts or constructing a point of view or argument.
- Capacity to produce a coherent and well-written essay using correct grammar and syntax.
- Appropriately referenced, as per discipline conventions.
To achieve a grade of 7 (High Distinction, 85-100%), your essay should reflect an exceptional level of achievement. It should demonstrate that you have undertaken extensive, high-level research, that you are able to form a very rigorous, well-organised argument, and that your discussion is original and creative. It should also demonstrate that you are able to evaluate and organise data and/or evidence in a critical manner and that you have a sophisticated and insightful understanding of problems and issues. Your essay should be very well written, clear and concise, pay strict attention to discipline conventions and have minimal, if any errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 6 (Distinction, 75 – 84%), your essay should reflect an advanced level of achievement. It should demonstrate that you have undertaken wide research, that you are able to form a rigorous, well-organised argument, and that your discussion is coherent and convincing. It should also demonstrate that you are able to evaluate data and/or evidence in a perceptive manner, and that your understanding of problems and issues is perceptive and insightful. Your essay should be well written, clear and concise, follow discipline conventions and have few errors in referencing, expression, grammar, spelling and punctuation.
To achieve a grade of 5 (Credit, 65 – 74%) your essay should reflect a proficient level of achievement. It should demonstrate that you have undertaken the expected level of research, that you are able to develop or adapt convincing arguments and justify them adequately, that you are able to evaluate data and/or evidence in a proficient manner, and that you have a proficient understanding of problems and issues. The presentation and referencing of your essay will largely follow discipline conventions, perhaps have some errors in grammar, spelling and punctuation, and demonstrate your ability to communicate effectively.
To achieve a grade of 4 (Pass, 50 – 64%) your essay should reflect a functional level of achievement. It should demonstrate that you are able to apply fundamental concepts and skills, that you have undertaken a basic level of research and have the basic ability to evaluate data and/or evidence, to identify problems and issues, to offer insights and to develop routine arguments. Your organisation, writing, referencing, spelling and grammar will be adequate and use some of the discipline conventions to communicate appropriately.
To achieve a grade of 3 (Marginal Fail, 45 – 49%) your essay should reflect developing levels of achievement. It should demonstrate that you have a superficial level of knowledge of fundamental concepts and skills, that you have undertaken a basic level of research, made some attempt to evaluate data and/or evidence, to identify problems and issues, and to offer some insights. Your arguments, while underdeveloped, show your emerging ability to apply knowledge and skills. Your organisation, writing, spelling and grammar will be adequate, perhaps poor, and your referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 2 (Fail, 25-44%) your essay will reflect deficiencies in skill acquisition and in your understanding of the fundamental concepts of the course. It will demonstrate that you have not undertaken adequate research, that you are unable to evaluate data and/or evidence, to identify problems and issues, or to offer insights adequately. Your arguments will be unsupported and/or inappropriate, your organisation and writing will be poor and/or inappropriate, and referencing and use of discipline conventions poor/and or inconsistent.
To achieve a grade of 1 (Low Fail, 0-24%), your essay will reflect that you have failed to meet the minimum learning requirements and skill acquisition for this course. Your essay will demonstrate an absence of research, evaluation of data and/or evidence, and lack argumentation. Use of discipline conventions will be absent, poor or inappropriate, and written expression poor or inappropriate.
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
- Do not rely on Grade Centre in Blackboard. Look at your assessment grade and feedback in Turnitin.
- Failure to submit all major assessment items (those worth 15% and above) will result in a maximum grade of 2 (Fail).
- By submitting work through Turnitin you are deemed to have accepted the following declaration: ‘I certify that this assignment is my own work and has not been submitted, either previously or concurrently, in whole or in part, to this University or any other educational institution, for marking or assessment’.
- All students must ensure that they receive their Turnitin receipt on every submission of assessment items. YOU MUST CHECK THAT THE RECEIPT CONFIRMS THAT SUBMISSION HAS BEEN SUCCESSFUL.
- A valid Turnitin receipt will be the only evidence accepted if assessments are missing.
- Without evidence, the assessment will receive the standard late penalty, or after 7 calendar days, will receive zero. In the case of a Blackboard outage, please contact the Course Coordinator as soon as possible so that they can confirm the outage with ITS.
- It is the responsibility of the student to ensure that they are submitting assessment items on a device that is capable of the task, and that appropriate internet bandwidth and speed is available. If you cannot be sure that your device or internet will enable you to complete or submit an assessment task, you must come onto campus and use one of the University Computers in the Library or Computer Labs.
- Plagiarism, and asking or paying someone else to do your work is cheating and constitutes academic misconduct. See ECP Section 6.1
- Feedback against the assessment criteria in the form of comments on your script will be provided through Turnitin or on your script directly.
- For information on assessment remarks see: https://my.uq.edu.au/information-and-services/manage-my-program/exams-and-assessment/querying-result
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
The course readings are available on Blackboard. You are also encouraged to read as widely as possible and to access information and opinions wherever you find them! It is important that you critically evaluate the data and opinions, no matter what the source, but be especially careful of non-refereed sources.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Week 1 (24 Feb - 02 Mar) |
Lecture |
Introduction to the study of religion This lecture will introduce students to the academic study of religion and expectations for the course. Students will also be introduced to theories of religion. Learning outcomes: L01 |
Week 2 (03 Mar - 09 Mar) |
Lecture |
How to Study Religion, Spirituality, and Non-Religion This lecture will focus on method, that is, how to go about studying religion. It aims to help develop in students’ ways of seeing (observation) and ways of asking questions (analysis). This lecture will equip students for the final essay. Learning outcomes: L04, L05, L06, L07 |
Week 3 (10 Mar - 16 Mar) |
Lecture |
Colonialism and Religion A critical history of the category of religion with attention to indigenous peoples in Australia, with examples from Far North Queensland and the UQ Great Court. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 4 (17 Mar - 23 Mar) |
Lecture |
Judaism A history of Judaism, its people and practices. Students will have a virtual tour of Brisbane’s oldest synagogue. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 5 (24 Mar - 30 Mar) |
Lecture |
Christianity An analysis of the history and meaning of the Christian faith. The beliefs, practices and communalism of the faith is discussed, as are the current directions of Christian practice in Australia and elsewhere. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 6 (31 Mar - 06 Apr) |
Lecture |
Islam An overview of Islam, its people, diversity, and practices. Students will learn about Muslims in Australia and Queensland, with a virtual tour of a local mosque. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 7 (07 Apr - 13 Apr) |
Lecture |
Site visit Further information will be given to students at the start of term. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 8 (14 Apr - 20 Apr) |
Lecture |
Non-Religion and Atheism Being religious is no longer the default position, as more people in the West, and particularly Australia, identify as non-religious. But what does it mean to be non-religious in the West today? Does religion “live on” in secular activities, like sports, concerts, and days commemorating nationhood? Students will learn about the varieties of being non-religious. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Mid-sem break (21 Apr - 27 Apr) |
No student involvement (Breaks, information) |
Mid-Semester Break |
Week 9 (28 Apr - 04 May) |
Lecture |
Nature Religion Nature has been central to many religious traditions and has been the centre of many spiritual traditions. This lecture explores how people relate to nature through spiritualist movements like paganism, but also through secular approaches to nature including surfing and nature walks. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 10 (05 May - 11 May) |
Lecture |
Spirituality What does it mean to be spiritual not religious? This lecture explores the historical and contemporary trends in the spirituality, linking these to the authority of experience. While Western religions have had mystical strands that have pointed to experiences of union with the divine, it is only more recently that experience has become central to the authority that religion holds and to spirituality. This lecture explores the emergence experience as a central category of the human condition showing the diverse expressions that spirituality takes. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 11 (12 May - 18 May) |
Lecture |
New Religious Movements Religious and spiritual movements can offer radical counter-currents to mainstream society, and this trend has accelerated with technology. This lecture explores counter-cultural religious movements, from religious “cults” to online gaming groups to conspiracy theorists. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 12 (19 May - 25 May) |
Lecture |
Religion & Gender This lecture will explore the recurring historical trend of religious revivalisms in Judaism, Christianity, and Islam. It offers case studies of Feminist movements from within Western traditions, showing the close links between social and political movements and religion. Learning outcomes: L01, L02, L03, L04, L05, L06, L07 |
Week 13 (26 May - 01 Jun) |
Lecture |
Summing up and benefiting your career What skills did you develop in this course, and how do you see them benefiting your career and life? This final lecture will offer space to reflect on what you were surprised to learn and what skills you developed that will benefit you as you think about your future career. Learning outcomes: L04 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.