Emeritus Professor Terry Lovat
Emeritus Professor
College of Human and Social Futures
- Email:terry.lovat@newcastle.edu.au
- Phone:(02) 4921 6288
Finding inspiration in cultural difference
Nothing frustrates Professor Terry Lovat more than opening a newspaper to read uninformed commentary about Muslims and the Islamic faith.
Lovat has spent the past 20 years researching and studying Islam. Establishing the differences and similarities between the Australian and Islamic cultures are at the core of his work.
"For every positive and representative article that is published on Islam, it seems there are a plethora that focus on a non-representative fringe," Lovat says. "This leads to the unsubstantiated belief that maybe you can't be a good Muslim and a good Australian at the same time."
Lovat's research has found distinct parallels between Australian and Islamic cultures. He says, "There are actually more Australian-type values in the Islamic faith than most people realise. The notions of a 'fair go' and supporting the underdog are more explicitly part of Islam than any other religious tradition."
His unique understanding of the cultural issues at play in Australia has prepared him well for his role as chief researcher on the Australian Government's Values Education Good Practice Schools Project.
The project encourages schools to use values education as an opportunity to address a range of issues, particularly those related to dealing with difference, including cultural and religious difference. Under the project, Islamic schools in Sydney have formed teams with public and other religious schools. Through student exchange, students have the unique opportunity to learn more about each other, and discuss their similarities and differences. Lovat believes the project provides an opportunity to address common misconceptions about Islam.
The project has started to deliver significant benefits. "Mutual respect and less aggression among students are evident. Perhaps surprisingly, these changes are going hand-in-hand with improved academic focus."
He says an important finding of the project is the need for schools to approach education in a more holistic way. "It is critical that teachers are not just driving students to achieve academically but that they are also talking about things that matter, stretching children's horizons, and taking them out of their school environment to look at issues in society that go beyond academic learning."
The key, Lovat believes, to accepting difference and breaking down prejudice is education and information.
"Today, many Muslims do not know their own origins as they once would have. This lack of knowledge leaves too much space for the fanatical fringe to grab the airwaves and tell a different story. Through education and information, people will develop a greater appreciation of the Islamic culture's significant contribution to the world's knowledge, culture and social structures.
"My passion is to slow down the ease with which people make judgements and accept stereotype, especially about Islam. By embracing differences and similarities between Australian and Islamic values we can start to develop an understanding of our past, and inspire confidence in our future."
Visit the Centre for the Study of Research Training and Impact (SORTI)
Finding inspiration in cultural difference
Nothing frustrates Professor Terry Lovat more than opening a newspaper to read uninformed commentary about Muslims and the Islamic faith.
Career Summary
Biography
Terence Lovat was appointed Professor Emeritus in 2011, having retired from the position of Pro Vice-Chancellor (Education & Arts) and member of the Executive Committee of the University, a position held since 2001. Prior to that, he was Dean of Education for 6 years and before that Head of the Department of Education from 1992. During this lengthy term as a University administrator, Professor Lovat was also active in professional work and national associations, serving continuously from 1997-2009 on the Board of the Australian Council of Deans of Education, including as President between 2004 and 2005, and as an Executive member of the Deans of Arts Social Sciences and Humanities from 2006-2009. He also served on the Executive of the NSW Teacher Education Council for many years, including as President between 1998 and 2000. In 2004, he was appointed by the Federal Minister of Education Science and Training to the inaugural Board of the Carrick Institute for Learning and Teaching in Higher Education (later ALTC) and to the National Inquiry into the Teaching of Literacy. Professor Lovat now researches and supervises doctoral programs in Theology and Education. During his research career, Professor Lovat has secured over A$2.5m of research funds. He has published 25 academic books (including translations) and over 200 refereed journal articles and book chapters. He currently has in excess of 700 Scopus citations and 5000 Google Scholar citations. Professor Lovat is currently a Honorary Research Fellow in the Department of Education at the University of Oxford, UK, where he is a member of the Philosophy, Religion and Education Research Group. http://www.education.ox.ac.uk/about-us/directory/emeritus-professor-terence-j-lovat/. He is also Honorary Professor at the University of Glasgow, UK, and Adjunct Professor at Royal Roads University, Canada. Since retirement, he has also taken to writing novels, especially in the historical fiction genre. His author website is at: https://www.tjlovat.com.au/
Research Expertise
Terence Lovat is qualified in Theology, Ethics, Education, Philosophy and Social Anthropology. Particular expertise in matters of Islamic versus Judaeo-Christian Theology, and religion, ethics and values in their application to education. This background has led to a particular species of research in education. In the early 1990s, he was involved in the development of professional ethics, especially in medicine, allied with the creation of the inaugural ethics committee for the University. This led to collaborative work in several fields of ethics and bioethics, including as ethics advisor to a United Nations AIDS project in South Africa. After being appointed to an administrative role in education, he took much of this background into educational research, so applying philosophical and ethical perspectives to a range of educational issues, including curriculum, religion in education and values education. He has also engaged in higher education focussed research, especially concerned with the role of the doctorate.
Teaching Expertise
Main areas of teaching matched those identified as areas of research expertise.
Administrative Expertise
Head teacher in a high school, Head of Department, Dean of Faculty, University Pro Vice-Chancellor and member of the Executive Committee of the University. Chair of two national professional groups in Education and chief investigator on major research projects.
Collaborations
- Social, cultural and ethics perspectives in education; curriculum theory and development; religious education; values education. - Theology, philosophy and religious studies.
Qualifications
- PhD, University of Sydney
- Bachelor of Theology, Melbourne College of Divinity
- Master of Theology, Melbourne College of Divinity
- Graduate Diploma in Religious Education, Adelaide College of the Arts and Education
- Master of Arts (Honours), University of Sydney
- Bachelor of Education, South Australian College of Advanced Education
- Bachelor of Letters, Deakin University
Keywords
- Education
- Ethics
- Islam
- Religion
- Theology
- Values
Professional Experience
Academic appointment
Dates | Title | Organisation / Department |
---|---|---|
1/4/2011 - | Professor Emeritus | University of Newcastle Education and Arts Australia |
1/11/2004 - 1/3/2006 | Member | Australian Government National Review of the Teaching of Literacy Australia |
1/10/2004 - 1/1/2007 | Board Member | Carrick Institute for Learning and Teaching in Higher Education Australia |
1/9/2004 - 1/9/2005 | President | Australian Council of Deans of Education Australia |
1/1/2002 - | External Examiner | Hong Kong Institute of Education Hong Kong |
1/1/2002 - | Editor - Journal of University Teaching and Learning Practice | Journal of University Teaching and Learning Practice Australia |
1/1/2001 - 1/3/2011 | Pro Vice Chancellor | University of Newcastle Education and Arts Australia |
1/1/2000 - 31/12/2011 | Editorial Board - Australian Journal of Teacher Education | Australian Journal of Teacher Education Australia |
1/7/1999 - 1/7/2001 | President | NSW Teacher Education Council [NSW TEC] Australia |
1/1/1998 - | Member | University of Newcastle Senior Executive Group Australia |
1/1/1996 - 1/9/2001 | Dean | University of Newcastle Faculty of Education Australia |
1/7/1995 - | Professor of Education | University of Newcastle Education and Arts Australia |
1/1/1994 - 1/6/1995 | Associate Professor of Education | University of Newcastle Education Australia |
1/9/1992 - 1/12/1995 | Head | University of Newcastle Department of Education Australia |
1/1/1991 - 1/10/1992 | Assistant Dean | University of Newcastle Faculty of Education Australia |
1/1/1990 - 1/1/1993 | Chair | University of Newcastle Faculty of Education Research and Ethics Committee Australia |
1/1/1989 - 1/1/2000 | Member and occasional Chair | University of Newcastle Human Research Ethics Committee Australia |
1/7/1988 - 1/12/1993 | Senior Lecturer in Education | University of Newcastle Education Australia |
Membership
Dates | Title | Organisation / Department |
---|---|---|
Member of International Advisory Board | British Journal of Religious Education Australia |
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Member of Advisory Board | Australian E-Journal of Theology Australia |
Awards
Recognition
Year | Award |
---|---|
2005 |
Affinity Award for Academic Work Affinity Intercultural Foundation |
Invitations
Distinguished Visitor
Year | Title / Rationale |
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2007 |
Quality Teaching, Moral Education and Service Learning: The Troika of Effective Schooling Organisation: Russian Government Conference on Moral Education, Russian Academy of Sciences, Moscow. Description: Lovat, T. (2007). Quality Teaching, Moral Education and Service Learning: The Troika of Effective Schooling. Invited Plenary Address at Russian Government Conference on Moral Education, Russian Academy of Sciences, Moscow. |
Keynote Speaker
Year | Title / Rationale |
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2010 |
Religious and Spiritual Literacy in Public Education: An Unthinkable Combination? Public Lecture Organisation: at Hawke Prime Ministerial Institute, University of South Australia, Adelaide. Description: Religious and Spiritual Literacy in Public Education: An Unthinkable Combination? Public Lecture at Hawke Prime Ministerial Institute, University of South Australia, Adelaide. |
2010 |
Values Education, Quality Teaching and Service Learning: Working together for Student Wellbeing Organisation: UNESCO Unitwin Symposium, University of Johannesburg, South Africa. Description: Lovat, T. (2010). Values Education, Quality Teaching and Service Learning: Working together for Student Wellbeing. Keynote Address at UNESCO Unitwin Symposium, University of Johannesburg, South Africa. |
2009 |
What Works? Values and Wellbeing Pedagogy as Best Practice Organisation: National Values Education Conference. Australian Government Department of Education, Employment and Workplace Relations (DEEWR) and Australian Curriculum Studies Association (ACSA), Canberra, Australi Description: Lovat, T. (2009). What Works? Values and Wellbeing Pedagogy as Best Practice. Keynote Address at National Values Education Conference. Australian Government Department of Education, Employment and Workplace Relations (DEEWR) and Australian Curriculum Studies Association (ACSA), Canberra, Australia. |
2008 |
Quality Teaching, Values and Service Learning: The Troika of Effective Social and Citizenship Education Organisation: Social Education Association of Australia Conference Description: Lovat, T. (2008). Quality Teaching, Values and Service Learning: The Troika of Effective Social and Citizenship Education. Keynote Address at Social Education Association of Australia Conference, The University of Newcastle. |
2008 |
The Role of Religious and Moral Education in Addressing Issues of Intercultural and Interfaith Difference Organisation: Ukrainian Academy of Education Science Biennial Moral Education Conference, ‘Intercultural Dialogue in Education’, Academy of Education Science, Kiev, Ukraine. Description: Lovat, T. (2008). The Role of Religious and Moral Education in Addressing Issues of Intercultural and Interfaith Difference. Keynote Address at Ukrainian Academy of Education Science Biennial Moral Education Conference, ‘Intercultural Dialogue in Education’, Academy of Education Science, Kiev, Ukraine. |
2007 |
Values Education: Towards a more Compassionate Society Organisation: Centre for Public Culture and Ideas, Griffith University, Brisbane. Description: Lovat, T. (2007). Values Education: Towards a more Compassionate Society. Keynote Address at Humane Education: A Compassionate Ethic for Animals Symposium, Compassion in World Farming/ Centre for Public Culture and Ideas, Griffith University, Brisbane. |
2007 |
Making for Student Success: The Values-laden Nature of Teaching and Schooling Organisation: National Service Learning Conference (DEST Conference) Description: Lovat, T. (2007). Making for Student Success: The Values-laden Nature of Teaching and Schooling. Keynote Address at the National Service Learning Conference (DEST Conference), Sydney. |
2007 |
Synergies and Balance between Values Education and Quality Teaching. Organisation: Monash University, Melbourne. Description: Lovat, T. (2007). Synergies and Balance between Values Education and Quality Teaching. Keynote Address and Public Lecture at Moral Education and Australian Values Conference, Monash University, Melbourne. |
2007 |
Knowing Other and Knowing Self: Educating for New Understanding within Islamic and Western Heritage. Organisation: Interdisciplinary Social Sciences Conference Description: Lovat, T. (2007). Knowing Other and Knowing Self: Educating for New Understanding within Islamic and Western Heritage. Keynote Address at Interdisciplinary Social Sciences Conference, University of Granada, Spain. |
Participant
Year | Title / Rationale |
---|---|
2006 |
National Values Education Forum Organisation: Australian Government Department of Education Science and Training & Australian Curriculum Studies Association (ACSA) Description: Keynote address at National Values Education Forum. |
2005 |
2005 Schools Best-Practice Conference Series: Values Education Organisation: IES Conferences Description: Keynote address at the 2005 Schools Best-Practices Conference Series: Values Education |
2005 |
National Values Education Forum Organisation: Department of Education Science & Training, Australian Government Description: Invited keynote speaker at the Australian Government sponsored National Values Education Forum, 2005 |
2004 |
Biennial Conference of the Australian Association of Religious Education Organisation: Australian Association of Religious Education (AARelEd) Description: Invited keynote address at the Biennial Conference |
2004 |
Annual Conference of the Australian Association for the Study of Religions Organisation: Australian Association for the Study of Religions Description: The Charles Strong keynote lecture at the Annual Conference of the Australian Association for the Study of Religions |
2004 |
Education for Shared Values for Intercultural and Interfaith Understanding Organisation: UNESCO Description: Invited International keynote address at the UNESCO International Conference on Values Education. |
2003 |
Annual Conference of the Australian Council for Educational Research Organisation: Australian Council for Educational Research (ACER) Description: Invited keynote address at the Annual Conference |
2003 |
School of Theology Symposium Organisation: Doshisha University Description: Invited keynote address at the School of Theology Symposium |
Speaker
Year | Title / Rationale |
---|---|
2008 |
Values Education and Total Student Wellbeing. Organisation: World Education Forum International Conference Description: Lovat, T. (2008). Values Education and Total Student Wellbeing. Invited Presentation (DEEWR Nominated and Funded) at World Education Forum International Conference, Adelaide. |
2006 |
Recovering Islam through Religious Education: A Moral Imperative. Organisation: Association of Moral Education (AME) Conference, University of Fribourg, Switzerland. Description: Lovat, T. (2006). Recovering Islam through Religious Education: A Moral Imperative. Invited Paper and Symposium Chair at Association of Moral Education (AME) Conference, University of Fribourg, Switzerland. |
Thesis Examinations
Year | Level | Discipline | Thesis |
---|---|---|---|
2008 | PHD | Humanities | Theology |
2008 | PHD | Education | Education |
2008 | PHD | Humanities | Theology |
Prestigious works / other achievements
Year Commenced | Year Finished | Prestigious work / other achievement | Role |
---|---|---|---|
2015 | 2016 | Examining Doctoral Examination and the Question of the Viva Higher Education Review | Author |
2015 | 2016 | Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg: Springer. | Author |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (30 outputs)
Year | Citation | Altmetrics | Link | |||||
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2023 | Lovat T, Toomey R, Clement N, Dally K, Second International Research Handbook on Values Education and Student Wellbeing, Springer, 0 (2023) | |||||||
2021 |
Oser F, Heinrichs K, Bauer J, Lovat T, The International Handbook of Teacher Ethos: Strengthening Teachers, Supporting Learners (2021) This volume is the first handbook that brings together cutting-edge international research on teacher ethos from a broad array of disciplines. The main focus will be on research t... [more] This volume is the first handbook that brings together cutting-edge international research on teacher ethos from a broad array of disciplines. The main focus will be on research that illustrates current conceptualizations of ethos and its importance for acting effectively and responsibly in and out of the classroom. Research will encompass updated empirical and philosophical work that points to the difference in learning when teaching is practised as a moral activity instead of a merely functional one. Authors are among the world¿s foremost researchers whose work crosses over from moral education into psychology, neuroscience, sociology, philosophy, pedagogy, and curriculum, drawing on these various fields of research. Today, more than ever, we understand that teachers, like other professionals, need more than subject-matter expertise for acting responsibly and doing their best in their daily duties. Doing so requires possessing a guiding system of professional ethics, moral positioning, goals, norms, and values ¿ in other words: a professional ethos. While the handbook concentrates on Western domains in the current era, the work will extend to other cultures and times as well. With this comprehensive range of perspectives, the book will be attractive and useful for researchers on teachers and teaching as well as for teacher educators, curriculum designers, educational officials, and, last-but-not-least, anyone who is interested in what makes a good teacher. This volume is also a tribute to Fritz Oser, a leading scholar in research on ethos, who sadly passed-away during the compilation of this handbook.
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2019 | Lovat T, The Art and Heart of Good Teaching, Springer | |||||||
2019 |
Moghadam A, Lovat T, Power-knowledge in Tabari's Histoire of Islam: Politicizing the Past in Medieval Islamic Historiography, Peter Lang, Oxford, 275 (2019) [A1]
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Nova | ||||||
2018 | Lovat TJ, Moghadam A, The History of Islam: Revelation, Construction or Both?, Springer Nature, New York, 87 (2018) [A1] | Nova | ||||||
2017 |
Walker PJ, Lovat T, Life and Death Decisions in the Clinical Setting: Moral decision making through Dialogic Consensus, Springer International Publishing, Singapore, 68 (2017) [A1]
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Nova | ||||||
2016 | Lovat TJ, Crotty R, Islam: Its beginnings and history, its theology and its importance today, ATF Press, Adelaide, 141 (2016) [A1] | Nova | ||||||
2015 |
Lovat TJ, Crotty R, Reconciling Islam, Christianity and Judaism: Islam's Special Role in Restoring Convivencia, Springer, Heidelberg, 137 (2015) [A1]
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Nova | ||||||
2014 | Lovat TJ, Fleming D, What is this thing called theology? Considering the spiritual in the public square, David Barlow Publishing, Macksville, 154 (2014) [A2] | Nova | ||||||
2013 |
Arthur J, Lovat T, The routledge international handbook of education, religion and values (2013) The academic fields of religion and values have become the focus of renewed interest in contemporary thinking about human activity and its motivations. The Routledge International... [more] The academic fields of religion and values have become the focus of renewed interest in contemporary thinking about human activity and its motivations. The Routledge International Handbook of Education, Religion and Values explores and expands upon a range of international research related to this revival. The book provides an authoritative overview of global issues in religion and values, surveying the state of the academic area in contributions covering a wide range of topics. It includes emerging, controversial, and cutting-edge contributions, as well as investigations into more established areas. International authorities Arthur and Lovat have brought together experts from across the world to examine the complexity of the field of study. The handbook is organised around four key topics, which focus on both the importance of religion and values as broad fields of human enquiry, as well as in their application to education, inter-agency work and cross-cultural endeavours: -The Conceptual World of Religion and Values -Religion and Values in Education -Religion and Values in Inter-agency Work -Religion and Values in Cross-cultural Work. This comprehensive reference work combines theoretical and empirical research of international significance, and will be valuable reading for students, researchers and academics in the field of education.
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2013 |
Heinrichs K, Oser F, Lovat T, Handbook of Moral Motivation, Sense Publishers, Rotterdam (2013) [A3]
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2013 | Arthur J, Lovat TJ, The Routledge International Handbook of Education, Religion and Values, Routledge, London, 420 (2013) [A3] | Nova | ||||||
2012 | Van Der Zee T, Lovat TJ, New Perspectives on Religious and Spiritual Education, Waxmann, Munster, 304 (2012) [A3] | |||||||
2012 |
Lovat TJ, Women in Islam: Reflections on Historical and Contemporary Research, Springer, Dordrecht, 245 (2012) [A3]
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2011 |
Lovat TJ, Dally KA, Clement ND, Toomey R, Values Pedagogy and Student Achievement: Contemporary Research Evidence, Springer, Dordrecht, 205 (2011) [A1]
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Nova | ||||||
2010 |
Toomey R, Lovat TJ, Clement ND, Dally KA, Teacher Education and Values Pedagogy: A Student Wellbeing Approach, David Barlow Publishing, Terrigal, N.S.W, 261 (2010) [A3]
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2010 | Lovat TJ, Toomey R, Clement ND, International Research Handbook on Values Education and Student Wellbeing, Springer, Netherlands, 1001 (2010) [A3] | |||||||
2009 | Lovat TJ, Toomey R, Clement ND, Crotty R, Nielsen T, Values Education, Quality Teaching and Service Learning: A Troika for Effective Teaching and Teacher Education, David Barlow Publishing, Macksville, New South Wales, 164 (2009) [A1] | Nova | ||||||
2009 | Lovat TJ, What is This Thing Called Religious Education?, David Barlow Publishing, Terrigal, NSW, 96 (2009) [A3] | Nova | ||||||
2009 | Lovat TJ, Samarayi I, The Lost Story of Islam: Recovery Through Theology, History and Art, Lambert Academic Publishing, Saarbrucken, 168 (2009) [A1] | Nova | ||||||
2007 |
Lovat TJ, Toomey R, Values Education and Quality Teaching: The Double Helix Effect, David Barlow Publishing, Terrigal, N.S.W., 194 (2007) [A3]
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2003 | Lovat TJ, Smith DL, Curriculum Action on Reflection, Social Science Press, Tuggerah, NSW (2003) [A4] | |||||||
2002 | Lovat TJ, What is this Thing Called R.E. A Decade on?, Social Science Press, Katoomba, 103 (2002) [A4] | |||||||
2000 | Lovat TJ, Follers J, Parnell V, Hill B, Allard G, New Society & Culture - A student text, Social Science Press, Sydney, 358 (2000) [A2] | |||||||
1999 | Lovat TJ, McGrath J, New Studies in Religion, Social Sciences Press, Australia, 298 (1999) [A3] | |||||||
Show 27 more books |
Chapter (92 outputs)
Year | Citation | Altmetrics | Link | |||||
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2023 | Lovat T, 'Values Education and Good Practice Pedagogy: The Double Helix', Second International Research Handbook on Values Education and Student Wellbeing, Springer, Dordrecht 1-19 (2023) | |||||||
2023 |
Lovat T, 'Religious and Theological Knowing: A Post-enlightenment Educational Lacuna', Education, Religion and Ethics: A Scholarly Collection, Springer, Cham 3-20 (2023) [B1]
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Nova | ||||||
2023 |
Houston G, Lovat T, Lunt I, Holbrook A, Dally K, 'The Viva in Doctoral Examination: A Habermasian Dialogic Occasion', Education, REligion and Ethics: A Scholarly Collection, Springer, Cham, Switzerland 21-32 (2023) [B1]
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Nova | ||||||
2023 |
Lovat T, Toomey R, Farmer R, Farmer S, Shealy C, 'Values-Based Education for At Risk Students', Education, Religion and Ethics: A Scholarly Collection, Springer, Cham, Switzerland 69-89 (2023) [B1]
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Nova | ||||||
2023 |
Lovat T, 'The Proportionality Principle in Ethical Deliberation: A Habermasian Analysis', Education, Religion and Ethics: A Scholarly Collection, Springer, Cham 215-228 (2023) [B1]
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Nova | ||||||
2023 |
Lovat T, Rezapourmoghadammiyandabi A, 'On the Significance of Histoire: Employing Modern Narrative Theory in Analysis of Tabari s Historiography of Islam s Foundations', Education, Religion and Ethics: A Scholarly Collection, Springer, Cham 173-183 (2023) [B1]
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Nova | ||||||
2023 |
Lovat T, 'The Integral Link Between Islamic Education and Religious Education: A Bonhoeffer Reflection on the Urgent Task of Countering Jihadist Pedagogy', Reimagining the Landscape of Religious Education Challenges and Opportunities, Springer, Dordrecht, Netherlands 147-159 (2023) [B1]
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Nova | ||||||
2022 | Lovat T, 'Values education, efficacious learning and the Islamic connection: An Australian case study', Encyclopedia of Teacher Education, Springer Nature, Dordrecht, Netherlands 2149-2154 (2022) [B1] | Nova | ||||||
2021 |
Heinrichs K, Bauer J, Lovat T, 'Introduction to the Volume', The International Handbook of Teacher Ethos: Strengthening Teachers, Supporting Learners 3-6 (2021) This handbook has come a long way with quite a number of potholes and obstacles along the road. It probably would not be in the hands of readers without its mastermind, Fritz Oser... [more] This handbook has come a long way with quite a number of potholes and obstacles along the road. It probably would not be in the hands of readers without its mastermind, Fritz Oser, and his exceptional energy and driving force. It is a tragedy that Fritz did not live to see it printed. As the remaining editors, we felt obliged to continue working to realize his vision. We believe that he would have been delighted to see the volume on your desks, in bookshelves, and libraries.
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2021 | Lovat T, 'The Learning Ambience of Values Pedagogy', Good Teachers for Tomorrow's Schools, Koninklijke Brill NV, Leiden, The Netherlands 148-165 (2021) [B1] | Nova | ||||||
2020 |
Lovat T, 'Values as the Pedagogy: Countering Instrumentalism', Pedagogy in Basic and Higher Education - Current Developments and Challenges, IntechOpen Ltd, London, UK (2020) [B1]
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Nova | ||||||
2019 | Lovat T, 'The Theological Lacuna in Australian RE: Closing the Gap with a Reconstructed Public Theology', Public Theology: Perspectives on Religion and Education, Routledge, New York 161-172 (2019) [B1] | Nova | ||||||
2019 | Lovat TJ, 'Theological Underpinnings of Catholic Religious Education: A Role for Public Theology and a Case Instance Concerning Islam', Global Perspectives on Catholic Religious Education in Schools. Volume II: Learning and Leading in a Pluralist World, Springer, Singapore 63-75 (2019) [B1] | Nova | ||||||
2019 | Lovat T, 'Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program', Professional ethics and the moral work of teaching: Western contemporary research, Fujian Education Press, Hong Kong 146-165 (2019) [B1] | Nova | ||||||
2019 |
Lovat T, 'Theological Underpinnings of Australian Catholic RE: A Public Theology Proposal', Global Perspectives on Catholic Religious Education in Schools: Volume II: Learning and Leading in a Pluralist World 63-73 (2019) This chapter will begin with an appraisal of Religious Education (RE) as it has functioned in Australian religious and public school settings over the past century and a half, wit... [more] This chapter will begin with an appraisal of Religious Education (RE) as it has functioned in Australian religious and public school settings over the past century and a half, with especial reference to the Catholic setting. Such appraisal will be shown to reveal a paucity of theological underpinning and directionality in RE, rendering it weakened against other school subjects by means of a gap in its disciplinary underpinnings. This chapter will move to propose a public theology perspective as one highly suitable to redressing this weakness and providing RE with the theological infrastructure necessary to its role as agency of both informing and enfaithing. This chapter will justify this move against a range of prominent scholarship in theology, including that of Newman and Aquinas, and will utilize a key feature of Habermasian epistemology that fits well with the intentions of both public theology and an informing and enfaithing RE.
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2019 | Lovat T, 'Values Education, Efficacious Learning, and the Islamic Connection: An Australian Case Study', Encyclopedia of Teacher Education, Springer Nature, Singapore 1-6 (2019) [B1] | Nova | ||||||
2018 |
Lovat TJ, 'Spirituality in Australian Education:
A Legacy of Confusion, Omission and Obstruction', Re-enchanting Education and Spiritual Wellbeing, Routledge, Abingdon, Oxford, UK 36-47 (2018) [B1]
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Nova | ||||||
2018 | Lovat TJ, 'Vasiyl Sukhomlinsky's Inspiration and Guidance in the Australian Values Education Program', Academic Notes Series: Pedagogical Sciences Edition 172, Ministry of Education and Science of Ukraine State Pedagogical University, Kiev, Ukraine 15-22 (2018) [B1] | Nova | ||||||
2017 | Lovat TJ, 'Countering Radical Islamist Discourse through Intertheological Education: An Australian Case Study', Research on Religious and Spiritual Education, Waxmann, Rotterdam 117-130 (2017) [B1] | Nova | ||||||
2017 |
Lovat TJ, 'No Surprise in the Surprise Effect of Values Pedagogy: An Edusemiotic Analysis', Edusemiotics: A Handbook, Springer, Dordrecht, Netherlands 93-106 (2017) [B1]
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Nova | ||||||
2016 |
Rayson DP, Lovat TL, ''Lord of the (Warming) World': Bonhoeffer's Ecotheological Ethic and the Gandhi Factor', The Nature of Things: Rediscovering the Spiritual in God's Creation, Wipf and Stock, Eugene, OR 125-135 (2016) [B1]
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Nova | ||||||
2015 |
Clement N, Lovat TJ, Holbrook A, Kiley M, Bourke S, Paltridge B, et al., 'EXPLORING DOCTORAL EXAMINER JUDGEMENTS THROUGH THE LENSES OF
HABERMAS AND EPISTEMIC COGNITION', Theory and Method in Higher Education Research, Emerald, London 213-233 (2015) [B1]
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Nova | ||||||
2014 |
Lovat TJ, Clement N, 'So who has the values? Challenges for faith-based schools in an era of values pedagogy', International Handbook of Learning, Teaching and Leading in Faith-based Schools, Springer, New York 567-582 (2014) [B1]
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Nova | ||||||
2013 |
Lovat TJ, Samarayi I, Green B, 'Recovering the voice of women in Islam: Lessons for educators and others', Gender, Religion and Education in a Chaotic Postmodern World, Springer Netherlands, Dordrecht 173-184 (2013) [B1]
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Nova | ||||||
2013 |
Lovat T, 'Practical Mysticism, Self-Knowing and Moral Motivation', Handbook of Moral Motivation: Theories, Models, Applications, Sense Publishers, Rotterdam 249-263 (2013) [B1]
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Nova | ||||||
2013 |
Lovat TJ, 'Sibling Rivalry between Islam and the West: The Problem Lies Within', The Routledge International Handbook of Education, Religion and Values, Routledge, London 337-349 (2013) [B1]
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Nova | ||||||
2013 |
Lovat TJ, 'Jurgen Habermas: Education's Reluctant Hero', Social Theory and Education Research: Understanding Foucault, Habermas, Bourdieu and Derrida, Routledge, London 69-83 (2013) [B1]
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2013 |
Lovat TJ, Lovat TJ, 'Values Education Programs', International Guide to Student Achievement, Routledge, New York 279-281 (2013) [B2]
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Nova | ||||||
2013 |
Gray MMA, 'Values and spirituality in social work', The Routledge International Handbook of Education, Religion and Values, Routledge, Abingdon 210-223 (2013) [B1]
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Nova | ||||||
2012 |
Lovat TJ, 'Values education', The Routledge Companion to Education, Routledge, Abingdon, OX 380-388 (2012) [B2]
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2012 | Lovat TJ, 'Service-learning in the Australian values education program', Service-Learning and Educating in Challenging Contexts International Perspectives, Continuum, London 199-215 (2012) [B1] | Nova | ||||||
2012 | Lovat TJ, 'Interfaith education and phenomenological method', New Perspectives on Religious and Spiritual Education, Waxmann, Munster 87-100 (2012) [B1] | Nova | ||||||
2012 |
Lovat TJ, 'The 'women's movement' in modern Islam: Reflections on the revival of Islam's oldest issue', Women in Islam, Springer Netherlands, Dordrecht 1-9 (2012) [B1]
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2011 |
Lovat T, 'New thinking about thinking and ramifications for teaching', Psychology of Thinking 121-138 (2011) Since the early 1990s, there has been a concentration of effort aimed at maximizing student achievement in school education and rectifying the debilitating effects of failure. In ... [more] Since the early 1990s, there has been a concentration of effort aimed at maximizing student achievement in school education and rectifying the debilitating effects of failure. In 1994, a Carnegie Corporation Taskforce on Student Achievement drew on new research in a variety of fields, including the emerging 'new neurosciences', to refute the narrow assumptions and findings of conventional educational research and to assert that effective learning requires a response that is as much about affect and social dynamics as about cognition. In so doing, it challenged the erstwhile dominant thinking about thinking and its ramifications for teaching, re-defining learning to incorporate into the notion of 'intellectual depth' matters of communicative competence, empathic character and self-reflection as being at least as significant to learning as the indisputably important technical skills of recall, description, analysis and synthesis. The chapter will explore the research findings of the new neurosciences and the implications of their new thinking about thinking for effective teaching. It will draw especially on a range of research insights into effective teaching based on application of these findings, including drawing on data from a number of research projects from the Australian Government's Quality Outcomes and Values Education Programs. © 2010 by Nova Science Publishers, Inc. All rights reserved. |
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2010 | Lovat TJ, 'Islam and ethics', Ethics and Value Perspectives in Social Work, Palgrave Macmillan, Basingstoke 185-195 (2010) [B1] | Nova | ||||||
2010 |
Lovat TJ, 'Improving relations with Islam through religious and values education', International Handbook of Inter-Religious Education, Springer, Berlin 695-708 (2010) [B1]
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2010 | Lovat TJ, 'Islam: A very twenty-first century faith', Islam in the 21st Century, Nova Science Publishers, Hauppauge 135-151 (2010) [B1] | Nova | ||||||
2010 | Lovat TJ, 'Interfaith theology for the twenty-first century: An artefact for faith in a global era', Advances in Sociology Research. Volume 7, Nova Science Publishers, Hauppauge 189-197 (2010) [B1] | Nova | ||||||
2010 | Lovat TJ, 'New thinking about thinking and ramifications for teaching', Psychology of Thinking: Psychology of Emotions, Motivations and Actions, Nova Science Publishers, Hauppauge 139-154 (2010) [B1] | Nova | ||||||
2010 | Lovat TJ, 'Spirituality and the public school', Meaning and Connectedness: Australian Perspectives on Education and Spirituality, Australian College of Educators, Carlton, Victoria 19-30 (2010) [B1] | Nova | ||||||
2010 | Lovat TJ, Toomey R, 'The evolution of student wellbeing pedagogy and its implications for teacher education', Teacher Education and Values Pedagogy: A Student Wellbeing Approach, David Barlow Publishing, Macksville, New South Wales 1-14 (2010) [B1] | Nova | ||||||
2010 | Lovat TJ, 'The new values education: A pedagogical imperative for student wellbeing', International Research Handbook on Values Education and Student Wellbeing, Springer, Berlin 3-18 (2010) [B1] | Nova | ||||||
2008 | Lovat TJ, Samarayi I, 'Restoring justice to Islam: An historical, theological and artistic exploration', Human Rights Issues in the 21st Century, Nova Science Publishers, Hauppauge 27-72 (2008) [B1] | Nova | ||||||
2008 | Semetsky I, Lovat TJ, 'Knowledge in action: Towards a Deleuze-Habermasian critique in/for education', Nomadic Education: Variations on a Theme by Deleuze and Guattari, Sense Publishers, Rotterdam 171-182 (2008) [B1] | Nova | ||||||
2007 |
Bourke SF, Holbrook AP, Lovat TJ, 'Examiners and examination outcomes', Supervising Doctorates Downunder: Keys to Effective Supervision in Australia and New Zealand, ACER Press, Melbourne, Victoria 234-242 (2007) [B1]
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2007 |
Lovat TJ, 'Values Education: The Missing Link in Quality Teaching and Effective Learning', Values Education and Lifelong Learning: Principles. Policies and Programmes, Springer, Berlin 199-210 (2007) [B1]
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2007 |
Lovat TJ, 'Values education and quality teaching: Two sides of the learning coin', Values Education and Quality Teaching: The Double Helix Effect, David Barlow Publishing, Macksville, New South Wales 1-12 (2007) [B1]
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2007 | Lovat TJ, Toomey R, 'Introduction: Values education - A brief history to today', Values Education and Quality Teaching: The Double Helix Effect, David Barlow Publishing, Macksville, New South Wales xi-xix (2007) [B1] | |||||||
2006 | Lovat TJ, 'The Contribution of Hinduism and Hindu-inspired Spirituality to Australian Religious and Values Education', International Handbook of the Religious, Moral and Spiritual Dimensions in Education: Part One, Springer, Berlin 487-499 (2006) [B1] | Nova | ||||||
2006 | Lovat TJ, 'Teacher Education and the Status of Teaching: The Indispensible Nexus', Entry to the Teaching Profession: Preparation, Practice, pressure & Professionalism, Australian College of Educators, Canberra, ACT 10-17 (2006) [B2] | |||||||
2005 | Lovat TJ, 'Mary MacKillop: Practical mystic and contemporary educator', Mary MacKillop: Inspiration for Today, The Trustees of the Sisters of St Joseph of the Sacred Heart, Croydon, NSW 97-109 (2005) [B2] | |||||||
2005 |
Lovat TJ, 'Ethics and values in schools: Philosophical and curricular considerations', Education, Culture and Values: Volume II: Institutional Issues: Pupils, Schools and Teacher Education 149-162 (2005) I wish to propose three avenues of investigation relevant to a concern about ethics and values in schools. These three avenues take us all the way from, on the one hand, important... [more] I wish to propose three avenues of investigation relevant to a concern about ethics and values in schools. These three avenues take us all the way from, on the one hand, important though seemingly remote issues related to varying conceptions of goodness, right and justice to, on the other hand, highly practical and applied concerns with curriculum adaptation. To deal with issues at one end of this spectrum to the exclusion of those at the other is to risk, at one end, an overly theoretical and impractical consideration and, at the other end, unreflective practical action. The three avenues of investigation I name as, first, Different Ethical Positions, second, Professional Ethics for Teachers, and, third, Ethics in the Curriculum: A Case Study.
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2002 | Lovat TJ, Schofield NJ, Morrison KA, O'Neill DM, 'Research Dimensions of Values Education: A Newcastle Perspective', Values in Education, Australian College of Educatiors, Deakin West ACT 2600 15 (2002) [B2] | |||||||
2001 | Lovat TJ, 'The ideological challenge of the public syllabus in religious studies', Echo and Silence - Contemporary Issues for Australian Religious Education edited by Maurice Ryan, Social Science Press, Katoomba NSW 1-13 (2001) [B1] | |||||||
2001 | Lovat TJ, 'What we learn about yesterday, today and tomorrow? Tracking social movements through curriculum analysis', Sociology of Education - Possibilities and practices, Social Science press, NSW 88-106 (2001) [B2] | |||||||
2000 | Lovat TJ, 'Ethics and values in schools: Philosophical and curricular considerations', Education, Culture and Values, Falmer Press, London 99-107 (2000) [B1] | |||||||
2000 | Lovat TJ, Morrison KA, 'Disaffiliation and affiliation: experiences of conflict in leaving Christianity and joining a new spirituality', Joining and Leaving Religion - Research Perspectives, Gracewing, Leominster, UK 287-308 (2000) [B1] | |||||||
1998 | Lovat TJ, 'What shall we learn today? Curriculum in transition', Sociology of Education - Possibilities and Practices, Social Science Press, Riverwood 83-97 (1998) [B1] | |||||||
Show 89 more chapters |
Journal article (153 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2023 |
Lovat T, 'Gifted education and Islamic educational philosophy: A neat convergence', Gifted Education International, 39 47-60 (2023) [C1] The issue of underserved or less visible sub-groups has been the subject of recent research in gifted education. It is a relevant item when considering gifted education germane to... [more] The issue of underserved or less visible sub-groups has been the subject of recent research in gifted education. It is a relevant item when considering gifted education germane to Islam and Islamic educational philosophy. This article will focus on the unusual convergence of these two fields of research by exploring distinctive features of Islamic education, ancient and modern, that reflect contemporary perspectives on gifted education.
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2023 |
Lovat T, Toomey R, Clement N, Dally K, 'Preface', Springer International Handbooks of Education, Part F1708 v-vii (2023)
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2023 |
Douglas B, Lovat T, 'Glimmers of Sacramentality in Early Colonial Australia', Questions Liturgiques/Studies in Liturgy, 102 249-266 (2023) [C1]
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2023 |
Walker P, Lovat T, 'The Other a troublesome dyad?', Journal of Global Ethics, 19 135-149 (2023) [C1] The ¿Other¿ can be near to us, or far from us. We are in-relation with both. Given that, we explore whether, from a moral philosophical perspective, the ¿near-other¿ is in tension... [more] The ¿Other¿ can be near to us, or far from us. We are in-relation with both. Given that, we explore whether, from a moral philosophical perspective, the ¿near-other¿ is in tension with the ¿far-other¿. We argue that we find our relationship with the near-other through a transcendent metaphysical empathy derived from the noumenon, which is manifest in the phenomenon as compassion and justice. We then argue that perceived differences in the phenomenon mean that we do not reliably transfer this empathy for the near-other, to the far-other. Further, empathic and constructive dialogue is made more difficult because of our proclivity to actively engage in ¿othering¿ those not-like-us. Properly, moral decision-making is positioned in a space cognizant of the other. Near-otherness makes consensus in the decision-making process easier, while far-otherness makes consensus more difficult. In our post-modern, multicultural and multifaith era, we need to be alert to the other¿s perspective, to find a way to have a meaningful dialogue and thus achieve consensus in our moral decision-making.
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2022 |
Lovat T, Dally K, Holbrook A, Fairbairn H, 'Oral defence as a feedback mechanism in doctoral development and examination', Australian Educational Researcher, 49 845-860 (2022) [C1] Oral defence is recognised as an important part of doctoral examination and candidate development. Unlike the UK and New Zealand, the Australian examination process does not norma... [more] Oral defence is recognised as an important part of doctoral examination and candidate development. Unlike the UK and New Zealand, the Australian examination process does not normally include an end-of-process viva. This paper appraises the views of 20 supervisors and 13 Deans or Directors of Graduate Research from 11 Australian universities as they contemplate the advantages and disadvantages of adding an oral defence component to the Australian process. The majority preferred a ¿pre-completion seminar¿ prior to thesis submission, rather than a viva after thesis submission. Such a seminar is believed to offer the candidate greater opportunity to reflect on their findings and integrate feedback into the final product. The findings are discussed in light of formative assessment and learner agency.
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2022 |
Walker P, Lovat T, 'The Moral Authority of Consensus.', J Med Philos, 47 443-456 (2022) [C1]
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2022 |
Dally K, Holbrook A, Lovat T, Fairbairn H, 'Supervisor perspectives on the end-stage of the doctoral examination process', Higher Education Research and Development, 41 315-329 (2022) [C1] There has been substantial research on doctoral supervision and examination, yet rarely a focus on what happens at the end-stage of the process when examiner feedback is received ... [more] There has been substantial research on doctoral supervision and examination, yet rarely a focus on what happens at the end-stage of the process when examiner feedback is received and addressed. This article reports survey findings (n = 262) from a study investigating supervisor perceptions about Australian end-stage doctoral examination processes. In general, supervisors believed that existing university processes were satisfactory, with the caveat that, at times, there was undue variability between examiners, or difficult-to-reconcile committee decisions about the outcome. Supervisors generally identified that revisions and the preparation of the response-to-examiner report was a ¿shared responsibility¿. While supervisors strongly agreed that graduates achieve doctoral level in terms of substantive knowledge, they were less sanguine about their research autonomy. This impression was compounded if candidate input into the decisions about examiner comments was undervalued or if there was no direct avenue of response by the candidate.
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2020 |
Lovat T, 'Holistic Learning Versus Instrumentalism in Teacher Education: Lessons from Values Pedagogy and Related Research', Education Sciences, 10 1-12 (2020) [C1]
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2019 |
Walker PJ, Lovat T, 'Dialogic consensus in medicine: A justification claim', Journal of Medicine and Philosophy, 44 71-84 (2019) [C1]
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2019 |
Soleimani N, Lovat T, 'The cultural and religious underpinnings of moral teaching according to English language teachers perceptions: a case study from Iran', Journal of Beliefs and Values, 40 477-489 (2019) [C1] In this study, we attempt to explore a distinctive worldview as it pertains to Iranian education. We do this by focusing on the moral component implicit in English Language Teachi... [more] In this study, we attempt to explore a distinctive worldview as it pertains to Iranian education. We do this by focusing on the moral component implicit in English Language Teaching (ELT) in Iran and the challenges that might be experienced among ELT teachers when engaging in moral teacher practice, including making moral decisions in relation to their teaching. For this purpose, 30 ELT teachers working at Shiraz University¿s Language Learning Centre volunteered to describe morality in teaching and used narrative to elicit their personal stories and understandings of the challenges entailed in making moral decisions and their justifications. The article aims to determine: how ELT teachers¿ perceived morality is manifested in their teaching; what kinds of moral conflicts they identify in ELT; and, how they set out to resolve these conflicts. Through content analyses, we concluded that ELT teachers defined the moral component in teaching as consisting of: a balanced relationship with the learners; being on time; and, effective teaching. Moreover, they stated that mismatches between their ideologies and external codes are the biggest challenges they experience in making moral decisions. To resolve these challenges, they mostly referred to the cultural values cultivated by their religion, together with their family backgrounds, in order to justify their decisions.
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2019 |
Lovat T, 'Addressing religious extremism through theologically informed religious education', JOURNAL OF RELIGIOUS EDUCATION, 67 103-114 (2019) [C1]
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2019 |
Dolly K, Holbrook A, Lovat T, Budd J, 'Examiner feedback and Australian doctoral examination processes', AUSTRALIAN UNIVERSITIES REVIEW, 61 31-41 (2019) [C1]
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2018 | Lovat T, 'Bonhoeffer's Religionless Christianity in Conversation with Islamic Scholarship', The Bonhoeffer Legacy: An International Journal, 6 13-31 (2018) [C1] | Nova | |||||||||
2018 |
Lovat T, 'Securing security in education: The role of public theology and a case study in global jihadism', Religions, 9 1-14 (2018) [C1]
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2018 |
Walker PJ, Lovat T, 'In a world characterised by moral pluralism, is dialogic consensus a
way to establish moral truth?', Review of Contemporary Philosophy, 17 43-55 (2018) [C1]
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2018 |
Kiley M, Holbrook A, Lovat T, Fairbairn H, Starfield S, Paltridge B, 'An oral component in PhD examination in Australia Issues and considerations', AUSTRALIAN UNIVERSITIES REVIEW, 60 25-34 (2018) [C1]
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2018 |
Lovat T, Dally K, 'Testing and Measuring the Impact of Character Education on the Learning Environment and its Outcomes', Journal of Character Education, 14 1-22 (2018) [C1]
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2017 |
Lovat TJ, 'Values education as good practice pedagogy: Evidence from Australian empirical research', JOURNAL OF MORAL EDUCATION, 46 1-9 (2017) [C1]
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2017 |
Starfield S, Paltridge B, McMurtrie R, Holbrook A, Lovat T, Kiley M, Fairbairn H, 'Evaluation and instruction in PhD examiners reports: How grammatical choices construe examiner roles', Linguistics and Education, 42 53-64 (2017) [C1] One of the principal roles of a PhD examiner is to judge ¿both the potential of the researcher and the quality of the research¿ (Holbrook, Bourke, Fairbairn, & Lovat, 2014, p.... [more] One of the principal roles of a PhD examiner is to judge ¿both the potential of the researcher and the quality of the research¿ (Holbrook, Bourke, Fairbairn, & Lovat, 2014, p. 986). While examiners may be guided by criteria supplied by universities, the descriptors they are provided with can often be open to interpretation. Interpreting an examiner's report can present a challenge to students and their supervisors, exacerbated by the often ambiguous use of language in the reports. This article examines the discourses of evaluation and instruction in 142 PhD examiners¿ reports on theses submitted at an Australasian university. The paper draws on systemic functional linguistics, in particular transitivity (Halliday & Matthiessen, 2014), in order to examine the reports. The study revealed that examiners can adopt up to 10 ¿roles¿ in their reports, each of which can be co-present in a single report. The inability to differentiate between these roles, we argue, is potentially frustrating for the audience of the reports (candidates, supervisors, departmental heads, etc.), particularly when interpreting whether a comment in the text represents an evaluation, an instruction, or an aside. By revealing these multiple, yet co-present, roles in examiners¿ reports and their associated linguistic realisations, we hope to raise examiners¿ awareness of the implications of the language they use when writing their reports as well as draw thesis supervisor and institutional attention to the ambiguities inherent in this underexplored genre.
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2017 |
Holbrook A, Dally K, Avery C, Lovat T, Fairbairn H, 'Research Ethics in the Assessment of PhD Theses: Footprint or Footnote?', Journal of Academic Ethics, 15 321-340 (2017) [C1] There is an expectation that all researchers will act ethically and responsibly in the conduct of research involving humans and animals. While research ethics is mentioned in qual... [more] There is an expectation that all researchers will act ethically and responsibly in the conduct of research involving humans and animals. While research ethics is mentioned in quality indicators and codes of responsible researcher conduct, it appears to have little profile in doctoral assessment. There seems to be an implicit assumption that ethical competence has been achieved by the end of doctoral candidacy and that there is no need for candidates to report on the ethical dimensions of their study nor for examiners to assess this integral aspect of researcher development. In the context of ensuring that institutions are fulfilling their responsibility of producing ethically sensitive and competent researchers, it is salient to investigate whether doctoral thesis examiners make comment about ethical issues in their reports. This study analysed an archive of examiner reports to identify the frequency, magnitude and nature of examiner comment about ethics. Although comment was rare (5% of reports) examiners provided: prescriptive instruction on ethical review processes; formative instruction on the design, conduct, and reporting of research projects; and positive or negative judgments about a candidate's ethical competence, the latter often aligned with meeting, or not meeting, 'doctoral standards'. The scarcity of ethics in examination criteria and examiner reports implies a silence that needs to be addressed to ensure graduating candidates are prepared to conduct ethical and responsible research.
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2017 |
Walker P, Lovat T, 'Should We be Talking About Ethics or About Morals ?', Ethics & Behavior, 27 436-444 (2017) [C1]
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2016 |
Lovat T, Clement N, 'Service learning as holistic values pedagogy', Journal of Experiential Education, 39 115-129 (2016) Recent research findings have led to the conception that values pedagogy connotes a philosophy of learning and principle of curriculum organization with potential to enhance all d... [more] Recent research findings have led to the conception that values pedagogy connotes a philosophy of learning and principle of curriculum organization with potential to enhance all dimensions of the learning environment. Enhancement includes student responsibility to themselves and others and positive impact on learning outcomes. Allied research demonstrates that a particularly potent feature of such pedagogy is to be found in service learning. The article appraises the research relevant to such claims, including among empirical findings from the Australian Values Education Program.
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2016 |
Lovat TJ, 'Islamic morality: Teaching to balance the record', Journal of Moral Education, 45 1-15 (2016) [C1]
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2016 |
Walker PJ, Lovat T, 'Towards a proportionist approach to moral decision making in medicine', Ethics and Medicine, 32 153-161 (2016) [C1] In the secular Western tradition, three frameworks are recognizable as offering guidance for ethical decision making. These are deontology, teleology, and virtue ethics. Four prin... [more] In the secular Western tradition, three frameworks are recognizable as offering guidance for ethical decision making. These are deontology, teleology, and virtue ethics. Four principles distilled from these frameworks (autonomy, non-maleficence, beneficence, and justice) have historically guided ethical decision making in clinical situations. Our current era is characterized by both widespread technological change and widespread immigration. This has contributed to a pronounced value pluralism amongst both patients and clinicians. The understanding that each clinical doctorpatient contact has a basis in moral philosophy, which seeks to maximize the good of the patient, impels clinicians to seek a balance between a priori rules and empirical consequences. This approach is framed here as Proportionism. It can be put into practice via communicative discourse amongst those involved in the decision to be made, and has both applicability and merit for moral decision making in clinical contexts.
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2016 |
Walker P, Lovat T, 'Dialogic Consensus In Clinical Decision-Making', Journal of Bioethical Inquiry, 13 571-580 (2016) [C1]
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2015 |
Lovat T, Kuusisto A, Kuusisto E, von Bromssen K, Riegel U, 'Identities, Worldviews and Religious Education: Theoretical and Empirical Perspectives', JOURNAL OF RELIGIOUS EDUCATION, 63 49-50 (2015)
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2015 |
Lovat T, Holbrook A, Bourke S, Fairbairn H, Kiley M, Paltridge B, Starfield S, 'Examining doctoral examination and the question of the Viva', Higher Education Review, 47 5-23 (2015) [C1]
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2015 |
Lovat TJ, Fleming D, 'Creativity as central to critical reasoning and the facilitative role of moral education: Utilizing insights from neuroscience', Creative Education, 6 1097-1107 (2015) [C1]
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2015 |
Walker P, Lovat T, 'Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care.', Med Health Care Philos, 18 309-315 (2015) [C1]
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2015 |
Lovat TJ, Nilan P, Hosseini H, Samarayi I, Mansfield M, Alexander W, 'Australian Muslim Jobseekers and Social Capital', Canadian Ethnic Studies, 47 165-185 (2015) [C1]
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2015 |
Lovat TJ, Fleming D, 'Learning as Leaving Home: Fear, Empathy and Hospitality in the Theology and Religion Classroom', Teaching Theology and Religion, 18 207-223 (2015) [C1]
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2015 |
Starfield S, Paltridge B, McMurtrie R, Holbrook A, Bourke S, Fairbairn H, et al., 'Understanding the language of evaluation in examiners' reports on doctoral theses', Linguistics and Education, 31 130-144 (2015) [C1] Despite their high stakes nature, examiners' reports on doctoral theses are a relatively unexplored genre. Very little work has been done, further, on how evaluative language... [more] Despite their high stakes nature, examiners' reports on doctoral theses are a relatively unexplored genre. Very little work has been done, further, on how evaluative language constructs meanings in the reports. To better understand the evaluative language used in the reports, this study analyses the examination criteria established by a university in New Zealand and draws on the appraisal framework to examine 142 examiners' reports from that institution. We explore the examiners' reports through the generalised systems of attitude and engagement and extend the framework by suggesting more delicate options within appreciation and judgement and introduce two new concepts, covert judgement and embedded judgement. While it is primarily the thesis that is appreciated in the reports, in line with the university's examination criteria, it is often the case that the candidate is also judged and the examiner is affected.
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2015 |
Walker P, Lovat T, 'Applying Habermasian "ways" of knowing to medical education', Journal of Contemporary Medical Education, 3 123-126 (2015) [C1]
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2015 |
Fleming D, Lovat TJ, Douglas B, 'Theology in the public square of Australian higher education', Journal of Adult Theological Education, 12 30-42 (2015) [C1]
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2015 |
Lovat T, Kuusisto A, Kuusisto E, von Bromssen K, Riegel U, 'Identities, Worldviews and Religious Education: Theoretical and Empirical Perspectives', JOURNAL OF RELIGIOUS EDUCATION, 63 49-50 (2015)
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2014 |
Walker P, Lovat TJ, Leitch J, Saul P, 'The Moral Philosophical Challenges
Posed by Fully Implantable Permanent
Pacemakers', Ethics and Medicine: an international journal of bioethics, 30 157-165 (2014) [C1]
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2014 |
Fleming D, Lovat TJ, 'When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape', Journal of Moral Education, 43 377-393 (2014) [C1]
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2014 |
Mudge P, Fleming D, Lovat T, 'The potential impact of the neurosciences on religious and spiritual education: ramifying from the impact on values education', JOURNAL OF BELIEFS & VALUES-STUDIES IN RELIGION & EDUCATION, 35 144-154 (2014) [C1]
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2014 |
Rayson D, Lovat T, 'Lord of the (Warming) World: Bonhoeffer's Eco-theological Ethic and the Gandhi Factor', The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2 57-74 (2014) [C1]
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2014 |
Kuusisto A, Lovat T, 'Editorial', Journal of Beliefs and Values, 35 131-132 (2014)
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2013 |
Lovat TJ, Nilan P, Hosseini Faradonbeh S, Samarayi I, Mansfield M, Alexander W, 'Discrimination in the Labour Market: Exposing Employment Barriers among Muslim Jobseekers in Australia', Issues in Social Science, 1 53-73 (2013) [C1]
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2013 |
Fleming D, Lovat T, 'Us and Them - Thinking Beyond the Security Ethic', Religionspädagogische Beiträge, 69 105-114 (2013) [C1]
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2013 | Lovat TJ, 'Bonhoeffer Down Under', Australasian Catholic Record, 90 498-500 (2013) [C3] | Nova | |||||||||
2013 |
Lovat T, Nilan P, Hosseini SAH, Samarayi I, Mansfield MM, Alexander W, 'Australian Muslim Jobseekers: Equal Employment Opportunity and Equity in the Labor Market', Journal of Muslim Minority Affairs, 33 435-450 (2013) [C1] The experience of job market disadvantage is not a novel phenomenon for some in contemporary Australia, even in the face of embedded equal employment opportunity (EEO) ideals. Thi... [more] The experience of job market disadvantage is not a novel phenomenon for some in contemporary Australia, even in the face of embedded equal employment opportunity (EEO) ideals. This article addresses the phenomenon of persistent job market disadvantage for some minority groups by presenting new data from a major multi-method study on labor market obstacles for Muslims seeking jobs in Australia. Responses from jobseekers and employment service providers are analyzed together to consider how EEO principles are experienced by Muslims who engage with employment services and move in and out of the labor force. The article proposes that key EEO tenets-freedom from discrimination and support to overcome disadvantage-are not represented at present in many Muslim jobseeker experiences. Furthermore, these same EEO principles appear to be somewhat compromised in employment service provision to Muslim jobseekers and, by extension, to other disadvantaged minority jobseekers. We offer some suggestions as to how the spirit of EEO legislation might be better reflected in support of Muslim jobseekers. It is concluded that an all government approach may be needed to counter the deep mistrust of Muslims in Australian society. © 2013 Institute of Muslim Minority Affairs.
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2013 | Fleming D, Lovat T, ''Self-Other' or 'Other-Self-Other'? A Conversation Between Bonhoeffer and Levinas on Vulnerability', The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1 133-149 (2013) [C1] | Nova | |||||||||
2013 | Lovat TJ, Hawkes N, 'Values education: A pedagogical imperative for student wellbeing', Educational Research International, 2 1-6 (2013) [C1] | Nova | |||||||||
2012 | Lovat TJ, 'Bonhoeffer: Interfaith theologian and practical mystic', Pacifica: Australasian Theological Studies, 25 176-188 (2012) [C1] | Nova | |||||||||
2012 |
Tirri K, Campbell E, Gearon L, Lovat TJ, 'The Moral Core of Teaching', EDUCATION RESEARCH INTERNATIONAL, 2012 (2012)
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2012 |
Clement ND, Lovat TJ, 'Neuroscience and education: Issues and challenges for curriculum', Curriculum Inquiry, 42 534-557 (2012) [C1]
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2012 |
Nilan PM, Samarayi I, Lovat TJ, 'Female Muslim jobseekers in Australia: Liminality, obstacles and resilience', International Journal of Asian Social Science, 2 682-692 (2012) [C1]
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2011 |
Semetsky I, Lovat TJ, 'Bringing Deleuze's philosophy into discourse on values education and quality teaching: an Australian model', Policy Futures in Education, 9 485-493 (2011) [C1]
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2011 |
Lovat TJ, Dally KA, Clement ND, Toomey R, 'Values pedagogy and teacher education: Re-conceiving the foundations', Australian Journal of Teacher Education, 36 31-44 (2011) [C1]
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Nova | |||||||||
2011 |
Lovat TJ, Clement ND, Dally KA, Toomey R, 'The impact of values education on school ambience and academic diligence', International Journal of Educational Research, 50 166-170 (2011) [C1]
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Nova | |||||||||
2011 |
Lovat TJ, 'Special issue: Values education and holistic learning', International Journal of Educational Research, 50 145-146 (2011) [C3]
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2011 | Douglas B, Lovat TJ, 'A sacramental universe: Some Anglican thinking', Pacifica, 24 190-209 (2011) [C1] | Nova | |||||||||
2010 |
Douglas BE, Lovat TJ, 'Dialogue amidst multiformity: A Habermasian breakthrough in the development of Anglican Eucharistic liturgies', Journal of Anglican Studies, 8 35-57 (2010) [C1]
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Nova | |||||||||
2010 |
Lovat TJ, 'Synergies and balance between values education and quality teaching', Educational Philosophy and Theory, 42 489-500 (2010) [C1]
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Nova | |||||||||
2010 |
Douglas BE, Lovat TJ, 'The integrity of discourse in the Anglican eucharistic tradition: A consideration of philosophical assumptions', Heythrop Journal - Quarterly Review of Philosophy and Theology, 51 847-861 (2010) [C1]
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Nova | |||||||||
2010 |
Lovat TJ, Clement ND, Dally KA, Toomey R, 'Values education as holistic development for all sectors: Researching for effective pedagogy', Oxford Review of Education, 36 713-729 (2010) [C1]
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Nova | |||||||||
2010 |
Lovat TJ, Clement ND, Dally KA, Toomey R, 'Addressing issues of religious difference through values education: An Islam instance', Cambridge Journal of Education, 40 213-227 (2010) [C1]
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Nova | |||||||||
2010 |
Douglas BE, Lovat TJ, 'Theology in Australian higher education : The 'Newcastle Model' brings theology home to the academy', Higher Education Research and Development, 29 75-87 (2010) [C1]
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Nova | |||||||||
2009 |
Lovat TJ, Semetsky I, 'Practical mysticism and Deleuze's ontology of the virtual', Cosmos and History: The Journal of Natural and Social Philosophy, 5 236-249 (2009) [C1]
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Nova | |||||||||
2009 |
Toomey R, Lovat TJ, 'Values education, quality teaching, and service learning: The harmony of a new pedagogy?', Beliefs and Values, 1 220-229 (2009) [C1]
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Nova | |||||||||
2009 |
Lovat TJ, 'Islam and social work: Debating values, transforming practice', British Journal of Social Work, 39 199-200 (2009) [C3]
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Nova | |||||||||
2008 |
Lovat TJ, Clement ND, 'The pedagogical imperative of values education', Journal of Beliefs & Values, 29 273-285 (2008) [C1]
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Nova | |||||||||
2008 | Lovat TJ, Clement ND, 'Values education: Bridging the religious and secular divide', Journal of Religious Education, 56 40-49 (2008) [C1] | Nova | |||||||||
2008 |
Gray MM, Lovat TJ, 'Practical mysticism, habermas, and social work praxis', Journal of Social Work, 8 149-162 (2008) [C1]
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Nova | |||||||||
2008 |
Lovat TJ, 'Response to 'Towards a new, complexity science of learning and education'', Educational Research Review, 3 79-81 (2008) [C3]
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Nova | |||||||||
2008 |
Lovat TJ, Holbrook AP, Bourke SF, 'Ways of knowing in doctoral examination: How well is the doctoral regime?', Educational Research Review, 3 66-76 (2008) [C1]
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Nova | |||||||||
2008 |
Holbrook AP, Bourke SF, Lovat TJ, Fairbairn HM, 'Consistency and inconsistency in PhD thesis examination', Australian Journal of Education, 52 36-48 (2008) [C1]
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Nova | |||||||||
2008 |
Lovat TJ, Gray MM, 'Towards a Proportionist Social Work Ethics: A Habermasian Perspective', British Journal of Social Work, 38 1100-1114 (2008) [C1]
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Nova | |||||||||
2008 |
Lovat TJ, Clement ND, 'Quality teaching and values education: Coalescing for effective learning', Journal of Moral Education, 37 1-16 (2008) [C1]
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Nova | |||||||||
2007 |
Holbrook AP, Bourke SF, Fairbairn HM, Lovat TJ, 'Examiner comment on the literature review in Ph.D. theses', Studies in Higher Education, 32 337-356 (2007) [C1]
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Nova | |||||||||
2007 |
Gray MM, Lovat TJ, 'Horse and Carriage: Why Habermas's Discourse Ethics Gives Virtue a Praxis in Social Work', Ethics and Social Welfare, 1 310-328 (2007) [C1]
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Nova | |||||||||
2007 | Lovat TJ, Toomey R, 'The double helix of values education and quality teaching', Curriculum Leadership, 5 Online (2007) [C3] | ||||||||||
2007 |
Lovat TJ, Douglas B, 'Dialogue Amidst Difference in Anglican Eucharistic Theology: A Habermasian Breakthrough', Australian EJournal of Theology, Online (2007) [C1]
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Nova | |||||||||
2007 | Lovat TJ, 'Editorial Board', Australian Journal of Education, (2007) [C2] | ||||||||||
2006 |
Gray MM, Lovat TJ, 'The Shaky High Moral Ground of Postmodernist 'Ethics'', Social Work/Maatskaplike Werk, 42 201-212 (2006) [C1]
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Nova | |||||||||
2006 |
Holbrook AP, Bourke SF, Lovat TJ, Fairbairn HM, 'PhD Thesis Examination', Higher Education Research and Development Society of Australasia, 28 17-18 (2006) [C2]
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Nova | |||||||||
2006 | Lovat TJ, 'Preserving the profession', EQ Australia, 9-11 (2006) [C2] | Nova | |||||||||
2006 | Lovat TJ, 'Values education: The missing link in quality teaching', Journal of the Home Economics Institute of Australia, 13 25-28 (2006) [C1] | ||||||||||
2006 |
Lovat TJ, McLeod JC, 'Fully Professionalised Teacher Education: An Australian study in persistence', Asia-Pacific Journal of Teacher Education, 34 287-300 (2006) [C1]
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Nova | |||||||||
2006 |
Gamage DD, Lovat TJ, Ueyama T, Nagatsuka F, 'A Comparative Study of the Significance of Socio-Cultural Influences on Teacher Education Programs in Australia and Japan', World Studies in Education, 7 75-99 (2006) [C1]
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2006 | Lovat TJ, 'Consulting Editor', Journal of Religious Education, 54 (2006) [C2] | ||||||||||
2006 | Lovat TJ, 'Islam as a Religion of 'Fair Go'. An Important Lesson for Australian Religious Education', Journal of Religious Education, 54 49-53 (2006) [C1] | Nova | |||||||||
2006 | Lovat TJ, 'Interpreting the Scriptures of Islam and Implications for the West', The International Journal of the Humanities, 4 63-68 (2006) [C1] | Nova | |||||||||
2006 |
Lovat TJ, 'Practical Mysticism as Authentic Religiousness: A Bonhoeffer Case Study', Australian EJournal of Theology, 35259 Characters (2006) [C1]
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Nova | |||||||||
2006 |
Gray M, Lovat T, 'The shaky high moral ground of Postmodernist "Ethics"', Social Work, 42 201-212 (2006) The paper takes as its starting point the paradoxical question of whether postmodernism can have a moral, ethical and values base. It explores the murky waters of postmodern relat... [more] The paper takes as its starting point the paradoxical question of whether postmodernism can have a moral, ethical and values base. It explores the murky waters of postmodern relativism, which works against professions such as social work taking a strong ethical stance against injustice. It explores some philosophical arguments supporting the search for moral universals, no matter how minimal they might be, and advocates the enduring utility of ethical codes, despite their limitations. By its very nature ethics has a transcendent quality and Habermas's groundbreaking ethical schema is described for its enduring fit with the Western philosophical tradition and its compatibility with social work thinking on ethics.
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2006 | Lovat TJ, 'Editorial Board', Australlian Journal of Education, 50 (2006) [C2] | ||||||||||
2005 | Lovat TJ, 'Editor - Editorial Advisory Board', British Journal of Religious Education, (2005) [C2] | ||||||||||
2005 | Lovat TJ, 'Editor - Editorial Advisory Board', Australian Journal of Education, (2005) [C2] | ||||||||||
2005 | Lovat TJ, 'Editor - Consulting Editor', The Australian Journal of Teacher Education, 30 N/A (2005) [C2] | ||||||||||
2005 |
Gamage DD, Lovat TJ, 'Socio-cultural Influences and Current Trends in Teacher Education Programs in Australia', Journal of Education and Society, 23 75-90 (2005) [C1]
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2005 | Lovat TJ, 'The scriptural evidence of Islam: Ramifications for Judaism and Christianity', Religious Education Journal of Australia, 21 3-11 (2005) [C1] | ||||||||||
2005 |
Lovat TJ, 'Educating about Islam and learning about self: An approach for our times', Religious Education, 100 38-51 (2005) [C1]
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Nova | |||||||||
2005 | Lovat TJ, 'The Agony and the Ecstasy of Phenomenology as Method: The Contribution to Australian Religious Education', Journal of Religious Education, 53 46-51 (2005) [C1] | Nova | |||||||||
2005 | Lovat TJ, 'Editor - Consulting Editor', Journal of Religious Education, 53 (2005) [C2] | ||||||||||
2005 | Lovat TJ, 'Quality teaching and 'The Literacy Debate'', Professional Educator, 4 4-5 (2005) [C3] | ||||||||||
2005 | Lovat TJ, 'Editor - Editorial Consultant', Australian E-Journal of Theology, N/A N/A (2005) [C2] | ||||||||||
2005 | Lovat TJ, 'Editor - Editorial Advisory Board', Journal of university teaching and learning practice, (2005) [C2] | ||||||||||
2005 | Lovat TJ, 'The national framework for values education : implications for teacher research', New Horizons in Education, 112 36-47 (2005) [C1] | Nova | |||||||||
2004 |
Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'Investigating PhD thesis examination reports', International Journal of Educational Research, 41 98-120 (2004) [C1]
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Nova | |||||||||
2004 |
Lovat TJ, Monfries MM, Morrison KA, 'Ways of knowing and power discourse in doctoral examination', International Journal of Educational Research, 41 163-177 (2004) [C1]
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Nova | |||||||||
2004 | Lovat TJ, Schofield NJ, 'Values Education for all schools and systems: a justification and experimental update', New Horizons in Education, 111 4-13 (2004) [C1] | Nova | |||||||||
2004 |
Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'PhD Theses at the Margin: Examiner Comment on Re-examined Theses', Melbourne Studies in Education, 45 89-115 (2004) [C1]
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Nova | |||||||||
2004 | Lovat TJ, 'Quality Teaching and Teacher Professional Knowledge: The New Agenda', Professional Voice Teacher Learning, 3 1-3 (2004) [C3] | ||||||||||
2004 |
Lovat TJ, ''Ways of Knowing' in doctoral examination: how examiners position themselves in relation to the doctoral candidate', Australian Journal of Educational & Developmental Psychology, 4 146-152 (2004) [C1]
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2004 |
Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'Qualities and Characteristics in the Written Reports of Doctoral Thesis Examiners', Australian Journal of Educational & Developmental Psychology, 4 126-145 (2004) [C1]
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Nova | |||||||||
2004 | Lovat TJ, Schofield NJ, 'Values-free public education: the supreme anomaly', Professional Educator, 3 8-10 (2004) [C2] | ||||||||||
2004 | Lovat TJ, 'Aristotellian Ethics & Habermasian Critical Theory: A Conjoined Force for Proportionism in Ethical Discourse & Roman Catholic Moral Theology', Australian EJournal of Theology, 1-20 (2004) [C1] | Nova | |||||||||
2003 | Lovat TJ, 'Knowing Self: The Ultimate Goal of Interfaith Religious Education', Journal of Religious Education, Vol 51 3-9 (2003) [C1] | Nova | |||||||||
2003 |
Lovat T, 'The relationships between research and decision making in education: An empirical investigation', Australian Educational Researcher, 30 43-55 (2003) Chapter 5 of DETYA's volume The Impact of Educational Research (Selby-Smith 2000) begins with an examination of the peculiarity of decision making in the VET sector, followed... [more] Chapter 5 of DETYA's volume The Impact of Educational Research (Selby-Smith 2000) begins with an examination of the peculiarity of decision making in the VET sector, followed by an examination of the idiosyncratic consequences for the function of research in the sector. Having established the distinctiveness of VET in relation to these two key factors (decision making and research), the chapter then proceeds to explore the linkages between them. The study on which the chapter is founded identified a complex research culture, in which overt forms of impact are difficult to detect, yet where, it is concluded, research nonetheless plays its part. The research which is likely to impact most heavily is that which is conducted around the practical issues with which VET must deal, preferably with a heavy on-site component, and which is carried out by researchers who are prepared to engage most fruitfully with the VET culture, ideally with a long lead time and maximum follow-up to the actual research phase. Chapter 5 contributes to the overall Impact volume in a variety of ways. First, it offers an insight into the enigmatic nature of educational research in general, and especially as it relates to the VET sector. Second, it makes it clear that educational sectors like VET are likely to be affected by research only when its application to their practical needs is clear and it is carried out by people who are committed to working with their realities. Third, there are broader lessons to be taken from the chapter, especially for university researchers who are imputed by the chapter to be among the least likely to effect research that impacts on practical policy and decision making. While unrelated to the main body of The Impact of Educational Research project, Chapter 5 contributes to the overall work through exposing the real world of research impact in what is very likely the least understood of the educational sectors.
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2003 |
Lovat TJ, 'The Relationships Between Research and Decision Making in Education: An Empirical Investigation', The Australian Educational Researcher, Vol 30 43-55 (2003) [C1]
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Nova | |||||||||
2003 | Lovat TJ, 'Education in Religious Literacy', Directions in Education, 12 1 (2003) [C2] | ||||||||||
2002 | Lovat TJ, 'Religious Education: Robust and Bold for a Multifaith Era', Journal of Religious Education, 50(3) 29-35 (2002) [C1] | Nova | |||||||||
2001 |
Lovat T, 'In defense of phenomenology', Religious Education, 96 564-571 (2001)
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2000 | Lovat TJ, 'The support text and the public syllabus: A case of integrity', Journal of Religious Education, 48 (2) 33-36 (2000) [C1] | Nova | |||||||||
1999 | Lovat TJ, 'Searching for best practice in initial teacher education: Responding to the challenges', Asia Pacific Journal of Teacher Education, 27 (2) 119-126 (1999) [C1] | ||||||||||
1999 | Lovat TJ, 'Ethics education: Reactions and Rejoinders', Curriculum Perspectives, 19 (1) 50-52 (1999) [C1] | Nova | |||||||||
1999 | Lovat TJ, 'Teaching profession: Still a semi-profession', Directions in Education, 8 (11) 3-4 (1999) [C3] | ||||||||||
1999 | Lovat TJ, 'Australian perspectives on values education: Research in philosophical, professional and curricular dimensions. The Professional Ethics of Teaching', http://www.tdd.nsw.edu.au/resources/papers/ethics.htm, Online 1-12 (1999) [C1] | ||||||||||
1998 | Lovat TJ, 'Ethics and Ethics Education: Professional and Curricular Best Practice', Curriculum Perspectives, 18 (1) 1-7 (1998) [C1] | Nova | |||||||||
1998 | Lovat TJ, 'Movements between mainstream and alternative spiritualities in Australia (Part 1 & Part 2)', Religious Education Journal of Australia, 14 (1) & 14 (2) (1998) [C1] | ||||||||||
1998 | Lovat TJ, Schofield NJ, 'Values formation in citizenship education: A proposition and an empirical study', Unicorn, 24 (1) 46-54 (1998) [C1] | ||||||||||
Show 150 more journal articles |
Conference (58 outputs)
Year | Citation | Altmetrics | Link | ||
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2018 | Lovat T, 'The challenges of our times: Reimagining spirituality in the public square', The challenges of our times: Reimagining spirituality in the public square, Newcastle, Australia (2018) | ||||
2018 | Lovat TJ, 'Values Education in Teaching and Teacher Education: Evidence from Australian Research & Practice, including a Muslim Case Study', Shiraz, Iran (2018) | ||||
2017 | Lovat TJ, 'Islam as a leader of interreligious tolerance: The case from sacred source and historical evidence', Tehran, Iran (2017) | ||||
2015 |
Holbrook A, Dally K, Bourke S, Fairbairn H, Lovat T, 'Reference to "ethics" in PhD examiner reports: Where is it?', AARE Conference Papers, Brisbane Queensland (2015) [E3]
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2015 |
Bourke S, Holbrook A, Kiley M, Lovat T, Paltridge B, Starfield S, Fairbairn H, 'Recording significance of a viva' in PhD examiner reports.', AARE Conference Papers, Brisbane Queensland (2015) [E3]
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2015 | Lovat TJ, 'Reconciling the Abrahamic religions: Lessons from Convivencia', Sydney (2015) [O1] | ||||
2012 |
Tajin RT, Dally KA, Lovat TJ, 'Teachers' perceptions and school-based provisions in the domain of values development: Case-studies of six government primary schools in Bangladesh', AARE 2012 Conference Proceedings & Program, Sydney, NSW (2012) [E3]
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2011 | Lovat TJ, Crotty R, 'Interfaith religious and values education: A judaeo-christian-islamic instance', EARLI 2011 14th Biennial Conference: Education for a Global Networked Society. Book of Abstracts and Extended Summaries, Exeter (2011) [E3] | ||||
2009 |
Holbrook AP, Craig DH, Bourke SF, Lovat TJ, Holmes KA, Prieto-Rodriguez E, 'The content and language of PhD examiner reports', 13th Biennial Conference: EARLI 2009. Book of Abstracts, Amsterdam, The Netherlands (2009) [E3]
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2009 | Lovat TJ, 'Addressing issues of religious and moral difference through the curriculum: An Islam case study', 13th Biennial Conference: EARLI 2009. Book of Abstracts, Amsterdam, The Netherlands (2009) [E3] | ||||
2009 |
Lovat TJ, Toomey R, Clement ND, Dally KA, 'The impact of values education on student effects and school ambience: Results from ten Australian case studies', 16th International Conference on Learning: Sessions, Barcelona, Spain (2009) [E3]
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2009 |
Bourke SF, Holbrook AP, Craig DH, Lovat TJ, Holmes KA, Prieto-Rodriguez E, 'Matching and understanding the context and language of PhD examiner reports', 2009 AERA Annual Meeting Online Program, San Diego, CA (2009) [E3]
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2009 | Lovat TJ, 'Values education: A pedagogy for enhancing learning and instilling compassion', Minding Animals 2009. Invited Speaker Abstracts, Newcastle, NSW (2009) [E3] | ||||
2009 | Lovat TJ, 'What works: Values and wellbeing pedagogy as best practice', Values in Action: Shaping Positive Futures. 2009 National Values Education Conference, Barton, ACT (2009) [E3] | ||||
2008 | Lovat TJ, Clement ND, 'Religious and values education: Divorced and in the market place', 2008 EARLI SIG 19 Religious and Spiritual Education Conference, Canterbury, NZ (2008) [E3] | ||||
2008 | Lovat TJ, Toomey R, 'What is values education telling us about education in general? Reflections on the Australian program in the context of international trends', 2008 National Values Education Forum Workshop Presentations, Barton, ACT (2008) [E3] | ||||
2008 | Lovat TJ, 'Values education and total student wellbeing', World Education Forum SA International Conference, Adelaide, SA (2008) [E3] | ||||
2007 |
Bourke SF, Holbrook AP, Lovat TJ, 'Relationships of PhD candidate, candidature and examination characteristics with thesis outcomes', Proceedings of the Australian Association for Research in Education 2006 Annual Conference, Adelaide (2007) [E2]
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Nova | |||
2007 | Monfries MM, Lovat TJ, 'Gender, power and PhD examination in Australia', Proceedings of the Australian Association for Research in Education 2006 Annual Conference, Adelaide (2007) [E2] | Nova | |||
2007 | Lovat TJ, Toomey R, 'The ?double helix? effect of values education and quality teaching: Challenges for teacher educators', ATEA 2007. Quality in Teacher Education: Considering Different Perspectives and Agendas. Conference Proceedings, University of Wollongong (2007) [E1] | ||||
2007 |
Bourke SF, Holbrook AP, Lovat TJ, 'Quality indicators for PHD theses in engineering', EARLI 12th Biennial Conference for Research on Learning and Instruction: Developing Potentials for Learning. Abstracts, Budapest, Hungary (2007) [E3]
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2007 | Lovat TJ, 'Synergies and balance between values education and quality teaching', Moral Education and Australian Values Conference. Papers, Melbourne (2007) [E2] | Nova | |||
2007 |
Holbrook AP, Bourke SF, Lovat TJ, Fairbairn HM, 'Sources of agreement and disagreement in PhD thesis examination', Proceedings of the AERA 2007 Annual Meeting, Chicago, IL (2007) [E3]
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2007 | Lovat TJ, 'Quality teaching, moral education and service learning: The Troika of effective schooling', Russian Government Conference on Moral Education. Papers, Moscow (2007) [E2] | ||||
2007 | Lovat TJ, 'Knowing other and knowing self: Educating for new understanding within Islamic and Western heritage', Second International Conference of Interdisciplinary Social Sciences. Papers, Granada, Spain (2007) [E2] | ||||
2005 |
Holbrook AP, Bourke SF, Lovat TJ, Lu Y, 'The assessment of the literature review in the PhD thesis', Proceedings of the HERDSA Conference 2005, Sydney, Australia (2005) [E3]
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2005 | Lovat TJ, 'Interfaith Education: Exploring the Space between Judaeo-Christianity and Hinduism', European Association for Research on Learning and Instruction 11th Biennial Conference. Integrating Multiple Perspectives on Effective Learning Environments, University of Cyprus, Nicosia (2005) [E3] | ||||
2005 | Lovat TJ, Monfries MM, 'Power Discourse and Gender in Doctoral Examination', European Association for Research on Learning and Instruction 11th Biennial Conference. Integrating Multiple Perspectives on Effective Learning Environments, University of Cyprus, Nicosia (2005) [E3] | ||||
2005 | Lovat TJ, Monfries MM, 'Power Discourse in PhD Examination Reports: A cross disciplinary Analysis', AARE 2004 Conference Papers Collection, Melbourne, Australia (2005) [E1] | Nova | |||
2005 |
Bourke SF, Holbrook AP, Lovat TJ, Farley PH, 'Attrition, Completion and Completion Times of PhD Candidates', AARE 2004 Conference Papers Collection, Melbourne, Australia (2005) [E1]
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Nova | |||
2005 |
Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'An investigation of inconsistencies in PhD examination decisions', AARE 2004 Conference Papers Collection, Melbourne, Australia (2005) [E2]
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Nova | |||
2005 |
Bourke SF, Holbrook AP, Lovat TJ, 'Using examiner reports to identify quality PhD theses', AARE Special Focus Conference Paper Collection Cairns 2005. Quality in Educational Research, Cairns, Australia (2005) [E1]
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Nova | |||
2004 |
Bourke SF, Holbrook AP, Lovat TJ, Dally KA, 'Characteristics, degree completion times and thesis quality of Australian PhD candidates', Proceedings of the 2004 International Quality in Postgraduate Research Conference, Adelaide, Australia (2004) [E2]
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Nova | |||
2004 |
Holbrook AP, Dally KA, Bourke SF, Lovat TJ, Lawry MJ, Lu Y, 'Evaluating some fundamental features of doctoral assessment', Proceedings of the 2004 International Quality in Postgraduate Research Conference, Adelaide, Australia (2004) [E3]
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2004 |
Gamage DD, Lovat TJ, Uemyama T, Nagatsuka F, 'A comparative study of the significance of socio-cultural influences on teacher education programs in Australia and Japan', 12th World Congress of Comparative Education Studies, Havana, Cuba (2004) [E2]
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2004 |
Gamage DD, Lovat TJ, 'A comparative study of the models of self governing schools: Planning and Management', 12th World Congress of Comparative Education Studies, Havana, Cuba (2004) [E2]
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2004 |
Gamage DD, Lovat TJ, 'Sociocultural influences and current trends in teacher education programs in Australia', 12th World Congress of Comparative Education Studies, Havana, Cuba (2004) [E2]
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2004 |
Bourke SF, Holbrook AP, Lovat TJ, Farley PH, 'Attrition, completion and completion times of PhD candidates', Abstract of Papers, Melbourne (2004) [E3]
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Nova | |||
2004 |
Holbrook AP, Bourke SF, Lovat TJ, Dally KA, 'An investigation of inconsistencies in PhD examination decisions', Abstract of Papers, Melbourne (2004) [E3]
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2004 | Monfries MM, Lovat TJ, 'Power discourse in PhD examination reports: A cross-disciplinary analysis', Abstract of Papers, Melbourne (2004) [E3] | ||||
2004 |
Bourke SF, Hattie J, Anderson L, Holbrook AP, Lovat TJ, 'Predicting examiner recommendations on PhD theses', Conference Paper, Stockholm (2004) [E2]
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2004 | Lovat TJ, 'Islam: Old and new interpretations of the relationship with Judaism and Christianity', Paper from Annual Conference Australian Association for the Study of Religion, University of Western Sydney (2004) [E2] | ||||
2003 | Lovat TJ, 'Multi-faith Enrichment: More than Head Knowledge', Papers from Annual Conference Australian Associatoin for the Study of Religion, Griffith University (2003) [E3] | ||||
2003 |
Holbrook AP, Dally K, Cantwell RH, Scevak JJ, Bourke SF, Lovat TJ, 'Doctoral Examiners as Supervisors', Proceedings HERDSA Annual Conference Christchurch 2003, Christchurch (2003) [E2]
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2003 | Lovat TJ, 'Educating about Islam: A Religious and Moral Education Imperative', 10th European Conference For Research On Learning and Instruction, Padova, Italy (2003) [E3] | ||||
2003 | Lovat TJ, 'Ways of knowing and styles of assessment and the supervisory role', Improving Learning, Fostering the Will to Learn. Abstracts of the 10th Biennial Conference EARLI, Padova, Italy (2003) [E3] | ||||
2003 | Lovat TJ, 'Educating about Islam: A moral education imperative', Improving Learning, Fostering the Will to Learn. Abstracts of the 10th Biennial Conference EARLI, Padova, Italy (2003) [E3] | ||||
2003 |
Lovat TJ, Holbrook AP, Bourke SF, Morrison KA, Dally K, 'Ways of Knowing In Assessing The PhD and Ramifications For The Role Of The Supervisor', UNSURE, Auckland, New Zealand (2003) [E2]
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Nova | |||
2002 |
Lovat TJ, Holbrook AP, Hazel GJ, 'What Qualities are Rare in Examiners Reports?', AARE 2001 Conference Papers, Fremantle (2002) [E2]
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Nova | |||
2002 |
Holbrook AP, Lovat TJ, Bourke SF, Dally KA, Hazel GJ, 'Examiner comment on theses that have been revised and resubmitted', AARE 2002 Conference Papers, Brisbane (2002) [E2]
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Nova | |||
2001 |
Holbrook AP, Bourke SF, Lovat TJ, Monfries MM, Hazel GJ, 'Examination of PhD Theses', Abstracts - 9th European Conference EARLI, Freibourg - Switzerland (2001) [E3]
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2001 |
Lovat TJ, Holbrook AP, Hazel GJ, 'What qualities are rate in examiners reports?', AARE 2001 = Conference Papers, Abstracts, Fremantle (2001) [E2]
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2001 |
Holbrook AP, Lovat TJ, Monfries MM, 'Examiners as Teachers: The instructional content of Ph.D. reports', BERA Annual Conference - Book of Abstracts, University of Leeds (2001) [E3]
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1999 | Lovat TJ, Gore JM, Sirasch S, 'Site-based teacher education at the University of Newcastle: Schools internships and the BHP retraining program', Global Issues & Local Effects: The Challenge for Educational Research, Melbourne Australia (1999) [E3] | ||||
Show 55 more conferences |
Other (1 outputs)
Year | Citation | Altmetrics | Link | ||
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2014 |
Walker PJ, Lovat T, 'You say morals, I say ethics what s the difference?, The Conversation', (2014)
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Report (2 outputs)
Year | Citation | Altmetrics | Link | ||
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2011 |
Lovat TJ, Mitchell WF, Nilan PM, Hosseini Faradonbeh SA, Cook B, Samarayi I, Mansfield MM, 'Australian Muslim Jobseekers: Labour Market Experience, Job Readiness, and the Relative Effectiveness of Employment Support Services. A research report', Australia. Dept. of Immigration and Citizenship., 215 (2011) [R1]
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2009 |
Lovat TJ, Toomey R, Dally KA, Clement ND, 'Project to Test and Measure the Impact of Values Education on Student Effects and School Ambience', Department of Education, Employment and Workplace Relations, 268 (2009) [R1]
|
Thesis / Dissertation (1 outputs)
Year | Citation | Altmetrics | Link | ||
---|---|---|---|---|---|
2015 |
Walker PJ, An examination of moral decision-making in Medicine, informed by a Habermasian paradigmatic approach: implications for medical education, University of Newcastle (2015)
|
Grants and Funding
Summary
Number of grants | 53 |
---|---|
Total funding | $2,327,331 |
Click on a grant title below to expand the full details for that specific grant.
20201 grants / $127,320
Quality of Life in Muslim Ethnic Communities in Regional Australia: Exploring the Influence of Islamic Social Values and Societal Integration$127,320
- 2021 $30,405.71
- 2022 $30,405.71
- 2023 $30,405.71
- 2024 $15,202.87
Funding body: Islamic Centre of Newcastle
Funding body | Islamic Centre of Newcastle |
---|---|
Project Team | Doctor S. A. Hamed Hosseini Faradonbeh, Emeritus Professor Terry Lovat, Mr Mohamed Mohamed |
Scheme | Scholarship |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2025 |
GNo | G2001255 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
20182 grants / $185,152
The impact of examiner feedback on doctoral learners and thesis outcomes$170,152
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Professor Allyson Holbrook, Emeritus Professor Terry Lovat, Doctor Kerry Dally |
Scheme | Discovery Projects |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2019 |
GNo | G1601563 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
Alternative Futures and Regional Prospects Research Network: Working across Differences, beyond Carbon, Capital and Commodity$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Dr S.A Hamed Hosseini, Emeritus Professor Terry Lovat, Professor Roger Markwick, Associate Professor Nancy Cushing, Dr Sara Motta, Professor Bill Mitchell, Professor Martin Watts, Professor Verity Burghmann, Associate Professor James Goodman |
Scheme | FEDUA Strategic Networks and Pilot Projects (SNaPP) |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20171 grants / $43,830
Islamic Theology in the (Post) Secular Society of 21st Century$43,830
Funding body: Islamic Centre of Newcastle
Funding body | Islamic Centre of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat, Doctor S. A. Hamed Hosseini Faradonbeh, Mr Mohamed Mohamed |
Scheme | 50/50 Scholarship |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2019 |
GNo | G1700479 |
Type Of Funding | C3200 – Aust Not-for Profit |
Category | 3200 |
UON | Y |
20151 grants / $15,000
Religion, Marxism and Secularism$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Professor Roland Boer, Doctor Euridice Charon-Cardona, Associate Professor Tom Griffiths, Doctor James Juniper, Emeritus Professor Terry Lovat, Conjoint Professor Marion Maddox, Associate Professor Sara Motta, Doctor Christina Petterson, Doctor Timothy Stanley |
Scheme | Strategic Networks Grant |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1500896 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20141 grants / $15,000
Religion and Radicalism Research Network$15,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Doctor Timothy Stanley, Professor Roland Boer, Professor Hilary Carey, Emeritus Professor Terry Lovat, Conjoint Professor Marion Maddox, Doctor Kathleen McPhillips, Doctor Christina Petterson |
Scheme | Strategic Networks Grant |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400933 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20111 grants / $194,000
A cross-national study of the relative impact of an oral component on PhD examination quality, language and practice$194,000
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat, Dr Margaret Kiley, Professor Brian Paltridge, Dr Sue Starfield |
Scheme | Discovery Projects |
Role | Investigator |
Funding Start | 2011 |
Funding Finish | 2013 |
GNo | G1000149 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
20101 grants / $7,465
Political Islam and the Formation of Political Identity among Young Muslims in the West: A Comparative Study of Australian and Canadian Cases$7,465
Funding body: Department of Innovation, Industry, Science and Research
Funding body | Department of Innovation, Industry, Science and Research |
---|---|
Project Team | Doctor S. A. Hamed Hosseini Faradonbeh, Dr Khalid Medani, Emeritus Professor Terry Lovat |
Scheme | ASSA International Science Linkages Bilateral Program |
Role | Investigator |
Funding Start | 2010 |
Funding Finish | 2010 |
GNo | G0900232 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
20093 grants / $371,090
QUT Evaluation of Strong Smarter Learning Communities Project$243,090
Funding body: Department of Education, Employment and Workplace Relations
Funding body | Department of Education, Employment and Workplace Relations |
---|---|
Project Team | Associate Professor James Ladwig, Emeritus Professor Terry Lovat |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2009 |
Funding Finish | 2013 |
GNo | G0900195 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia$88,000
Funding body: Department of Immigration & Multicultural & Indigenous Affairs
Funding body | Department of Immigration & Multicultural & Indigenous Affairs |
---|---|
Project Team | Emeritus Professor Terry Lovat, Emeritus Professor Bill Mitchell, Professor Pamela Nilan, Doctor S. A. Hamed Hosseini Faradonbeh, Doctor Beth Cook, Doctor Ibtihal Samarayi |
Scheme | National Action Plan for funding |
Role | Lead |
Funding Start | 2009 |
Funding Finish | 2009 |
GNo | G0190368 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
Taking Values Education to Teacher Education Project$40,000
Funding body: Department of Education, Employment and Workplace Relations
Funding body | Department of Education, Employment and Workplace Relations |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Project Grant |
Role | Lead |
Funding Start | 2009 |
Funding Finish | 2009 |
GNo | G0190428 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
20083 grants / $12,500
Utilising linguistic analysis to explore text patterning in PhD examination reports$5,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Professor Allyson Holbrook, Emeritus Professor Hugh Craig, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat, Associate Professor Kathryn Holmes, Professor Elena Prieto-Rodriguez |
Scheme | Pilot Grant |
Role | Investigator |
Funding Start | 2008 |
Funding Finish | 2008 |
GNo | G0189098 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Utilising linguistic analysis to explore text patterning in PhD examination reports$5,000
Funding body: University of Newcastle - Faculty of Education and Arts
Funding body | University of Newcastle - Faculty of Education and Arts |
---|---|
Project Team | Professor Allyson Holbrook, Emeritus Professor Hugh Craig, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat, Associate Professor Kathryn Holmes, Professor Elena Prieto-Rodriguez |
Scheme | Pilot Project Grant |
Role | Investigator |
Funding Start | 2008 |
Funding Finish | 2008 |
GNo | G0189382 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
European Association for Research on Learning & Instruction - Religious and Spiritual Education, Canterbury UK, 25/8/2008 - 27/8/2008$2,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2008 |
Funding Finish | 2008 |
GNo | G0189259 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20073 grants / $317,500
Project to test and measure the impact of values education on student effects and school ambiance$200,000
Funding body: Department of Education, Science and Training
Funding body | Department of Education, Science and Training |
---|---|
Project Team | Emeritus Professor Terry Lovat, Doctor Neville Clement, Doctor Kerry Dally |
Scheme | Project Grant |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2008 |
GNo | G0188011 |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | Y |
UAN Services to the Values Education Good Practice Schools Project - PHASE 2$115,000
Funding body: Curriculum Corporation
Funding body | Curriculum Corporation |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Consultancy/Tender |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2008 |
GNo | G0187278 |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | Y |
Interdisciplinary Social Sciences, Granada, Spain, 9/7/2007 - 12/7/2007$2,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2007 |
GNo | G0188028 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20063 grants / $276,400
Values Education and Quality Teacher Education$264,000
Funding body: Department of Education, Science and Training
Funding body | Department of Education, Science and Training |
---|---|
Scheme | National Values Education Program - Quality Teacher Program |
Role | Lead |
Funding Start | 2006 |
Funding Finish | 2007 |
GNo | |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | N |
Doctoral research expectations, learning needs, supervisory and assessment practices and qualities of research outcomes in Fine/Visual Arts.$10,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Professor Allyson Holbrook, Emeritus Professor Terry Lovat, Conjoint Professor Anne Graham, Conjoint Professor Elizabeth Ashburn, Doctor Robert Cantwell |
Scheme | Near Miss Grant |
Role | Investigator |
Funding Start | 2006 |
Funding Finish | 2006 |
GNo | G0186067 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
International Conference on New Directions in the Humanities, 3-6 July 2006$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2006 |
Funding Finish | 2006 |
GNo | G0186523 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20056 grants / $407,004
Muslims and Christians: Women, Religious Nationalism and Sustainability in the Asia Pacific Region.$125,104
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Emeritus Professor Terry Lovat, Professor Hilary Carey |
Scheme | Discovery Projects |
Role | Lead |
Funding Start | 2005 |
Funding Finish | 2007 |
GNo | G0184352 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
UAN services to the Values Education Good Practice Schools Project$125,000
Funding body: Curriculum Corporation
Funding body | Curriculum Corporation |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Consultancy/Tender |
Role | Lead |
Funding Start | 2005 |
Funding Finish | 2006 |
GNo | G0185975 |
Type Of Funding | Not Known |
Category | UNKN |
UON | Y |
Values Education and Quality Teacher Education - Pilot Study$88,000
Funding body: Department of Education, Science and Training
Funding body | Department of Education, Science and Training |
---|---|
Scheme | National Values Education Program - Quality Teacher Program |
Role | Lead |
Funding Start | 2005 |
Funding Finish | 2006 |
GNo | |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | N |
Values Education and Quality Teaching - International Benchmarking$55,000
Funding body: Department of Education, Science and Training
Funding body | Department of Education, Science and Training |
---|---|
Scheme | National Values Education Program - Quality Teacher Program |
Role | Lead |
Funding Start | 2005 |
Funding Finish | 2005 |
GNo | |
Type Of Funding | Other Public Sector - Commonwealth |
Category | 2OPC |
UON | N |
The acquisition and development of research skills, knowledge and understandings by Fine Art students$11,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Professor Allyson Holbrook, Emeritus Professor Terry Lovat, Conjoint Professor Anne Graham |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2005 |
Funding Finish | 2005 |
GNo | G0184685 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
European Association for Research on Learning and Instruction (EARLI), 22-26 August 2005$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2005 |
Funding Finish | 2005 |
GNo | G0185590 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20042 grants / $7,400
Power discourse in PhD examiners reports$5,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Doctor Melissa Monfries, Emeritus Professor Terry Lovat |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2004 |
Funding Finish | 2004 |
GNo | G0183383 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
International Seminar for Religious Education and Values, 25-29 July 2004$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2004 |
Funding Finish | 2004 |
GNo | G0184235 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20033 grants / $206,066
PhD Assessment: An investigation of examination process, examiner consistency and factors that identify Thesis quality across disciplines.$174,000
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat |
Scheme | Discovery Projects |
Role | Investigator |
Funding Start | 2003 |
Funding Finish | 2005 |
GNo | G0182108 |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | Y |
Comparisons of evaluations by PhD examiners and ARC Discovery Grant assessors$29,666
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat, Doctor Greg Preston |
Scheme | Multi-Year Project Grant Scholarship |
Role | Investigator |
Funding Start | 2003 |
Funding Finish | 2005 |
GNo | G0182326 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
European Association for Research on Learning and Instruction (EARLI)$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2003 |
Funding Finish | 2003 |
GNo | G0183246 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20022 grants / $10,700
PhD Examination: Examiner consistency, thesis attributes, and factors that contribute to thesis quality and rating across disciplines$8,300
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2002 |
Funding Finish | 2002 |
GNo | G0181384 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
American Educational Research Association New Orleans, USA, 2 - 5 April, 2002$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2002 |
Funding Finish | 2002 |
GNo | G0181828 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20013 grants / $21,400
PhD Thesis Quality: What can be learned from candidate history and the examination process?$11,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Professor Allyson Holbrook, Emeritus Professor Sid Bourke, Emeritus Professor Terry Lovat |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2001 |
Funding Finish | 2001 |
GNo | G0180109 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Evaluating the impact and effects of the 'Living Values Educational Program' (LVEP) intervention on Values Education.$8,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat, Doctor Neville Schofield |
Scheme | Project Grant |
Role | Lead |
Funding Start | 2001 |
Funding Finish | 2001 |
GNo | G0180068 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
European Association for Research on Learning and Instruction, Switzerland 27 Aug - 1 Sept 2001$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2001 |
Funding Finish | 2001 |
GNo | G0180936 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20001 grants / $2,500
International Seminar for Religious Education.$2,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2000 |
Funding Finish | 2000 |
GNo | G0180270 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19991 grants / $2,248
Annual Conference of the British Association for the Study of Religions, Stirling, UK.$2,248
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1999 |
Funding Finish | 1999 |
GNo | G0180421 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19981 grants / $2,400
International Seminar on Religious and Values Education, Wales 9-13 August 1998$2,400
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1998 |
Funding Finish | 1998 |
GNo | G0180280 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19972 grants / $11,500
The interface of non-Christian spiritualities and spiritual-based communities with social and cultural studies curricula$9,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Project Grant |
Role | Lead |
Funding Start | 1997 |
Funding Finish | 1997 |
GNo | G0176560 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Philosophy of Education Society of Great Britain, Oxford, UK, 4-6 April 1997$2,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1997 |
Funding Finish | 1997 |
GNo | G0179503 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19962 grants / $11,702
The interface on Non-christian spiritualities and spiritual-based communities with social and cultural studies curricula.$9,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Project Grant |
Role | Lead |
Funding Start | 1996 |
Funding Finish | 1996 |
GNo | G0175847 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
International Network of Philosophers of Education, South Africa. 20-24 August 1996$2,202
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1996 |
Funding Finish | 1996 |
GNo | G0176513 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19954 grants / $44,000
Computing Facilities & Research Assistance$17,500
Funding body: Department of Education, Training & Youth Affairs
Funding body | Department of Education, Training & Youth Affairs |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Research Infrastructure Block Grant (RIBG) |
Role | Lead |
Funding Start | 1995 |
Funding Finish | 1995 |
GNo | G0175576 |
Type Of Funding | Scheme excluded from IGS |
Category | EXCL |
UON | Y |
The Interface of Non-Christian Spiritualities and Spiritual-based Communites with Social and Cultural Studies Curricula$14,000
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Small Grant |
Role | Lead |
Funding Start | 1995 |
Funding Finish | 1995 |
GNo | G0175002 |
Type Of Funding | Scheme excluded from IGS |
Category | EXCL |
UON | Y |
Evaluating the Impact and Effects of Formal Curriculum Intervention in Values Education, with Particular Attention to Parent Participation$10,000
Funding body: ARC (Australian Research Council)
Funding body | ARC (Australian Research Council) |
---|---|
Project Team | Doctor Neville Schofield, Emeritus Professor Terry Lovat |
Scheme | Small Grant |
Role | Investigator |
Funding Start | 1995 |
Funding Finish | 1995 |
GNo | G0175007 |
Type Of Funding | Scheme excluded from IGS |
Category | EXCL |
UON | Y |
Paradigms of Philosophizing (Russia) - 10-15 August 1995$2,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1995 |
Funding Finish | 1995 |
GNo | G0175624 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19943 grants / $19,826
Non-Christian Perspectives on Public Curricula in Religious Studies and Values Education$17,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Project Grant |
Role | Lead |
Funding Start | 1994 |
Funding Finish | 1994 |
GNo | G0174754 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
'Brahma Kumaris International Congress', World Spiritual University, Rajasthan, India, 8-14 February 1994$1,413
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1994 |
Funding Finish | 1994 |
GNo | G0174502 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Brahma Kumaris International Congress World Spiritual University - Rajasthan - 8-14 February 1994$1,413
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1994 |
Funding Finish | 1994 |
GNo | G0175093 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19932 grants / $11,828
Perspectives on Religious Education in Non-Christian Religious Communities in Australia: Implications for New Public Curricula in Religious Studies$10,000
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Project Grant |
Role | Lead |
Funding Start | 1993 |
Funding Finish | 1993 |
GNo | G0172754 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
'British Assoc. for the Study of Religions', Newcastle Upon Tyne, 20 - 24 September 1993$1,828
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 1993 |
Funding Finish | 1993 |
GNo | G0174384 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
19921 grants / $3,500
Religious And Moral Education Practices In Certain Non Christian Religious Traditions Represented In Australia$3,500
Funding body: University of Newcastle
Funding body | University of Newcastle |
---|---|
Project Team | Emeritus Professor Terry Lovat |
Scheme | Project Grant |
Role | Lead |
Funding Start | 1992 |
Funding Finish | 1992 |
GNo | G0174173 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2022 | Masters | A Phenomenological Study of Religious Conversion from Hinduism to Seventh Day Adventism Within the South African Diaspora | M Philosophy (Sociol & Anthro), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | Quality of Life in Muslim Ethnic Communities in Regional Australia: Exploring the Influence of Islamic Social Values and Societal Integration | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | The Effect of Religious Ideologies on the Culture and Identity of Iranian Learners | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | An Interpretive Analysis of the Status of Women in Islam and Some Educational Ramifications | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2016 | PhD | The Parabolic Actions of the Biblical Jesus: Implications for Theory and Practice in the contemporary Christian School context. | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2014 | PhD | The Effects of Hegemony on Naturopathic Education in Australia and New Zealand: A Critical Realist Perspective | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2007 | PhD | Values Education in the Pre-School Environment | Education Studies, University of Newcastle | Co-Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2022 | PhD | Gen X Women and the Australian Catholic Church: Negotiating Religious Identity and Participation | PhD (Theology), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | The Effects of Restorative Practices on a Learning Community: A Comparative Case Study | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2021 | PhD | Educating for Humanity and the Holistic Principle: A Paradigm for 21st Century Schooling and Early Childhood Education. A Gathering of Voices | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | A Christological-Theological Study into the Exclusivism of the Salvation Concept | PhD (Theology), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | Masters | Jihad as Theological and Political Discourse: A Critical Analysis of Relevant Literature | M Philosophy (Theology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2020 | PhD | Neoprocessism: Truth, Reality and Language Reconsidered | PhD (Philosophy), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | The Impact of Creation Myths in Forging New Frontiers of Religious Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2020 | PhD | Meaning, Control, and Connection: A Practical Theological Perspective on the Relationship Between Trauma, Spirituality, and Spiritual Distress | PhD (Theology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2019 | PhD | “The Time Has Not Yet Come to Rebuild Yahweh’s House”: A Jamesonian Reading of the Book of Haggai | PhD (Theology), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2018 | PhD | A Silent Patriarch – Kyrillos VI (1902-1971): Life and Theological Legacy | PhD (Theology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2018 | PhD | A Habermasian Analysis of Arab-West Inter-Governmental and Inter-Ambassadorial Relations: Implications for Western Diplomatic Training | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2017 | PhD | The National School Chaplaincy Program in NSW: A Philosophical Defence | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | Marxism and Homeland: Ernst Bloch's Dialectics of Utopia | PhD (Religious Studies), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | Developing a Post-Apostolic Identity: Examining the Influence of Education within the Ancient Church and its Role in the Development of a Ductu in Primitiva Ecclesia | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2017 | PhD | Bonhoeffer's Theology and Anthropogenic Climate Change: In Search of an Ecoethic | PhD (Theology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2016 | PhD | Gifted Education in Western and Islamic Scholarship: A Synthesis for Saudi Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2016 | PhD | A Theology of the Land Terra Australis from Christian - Aboriginal Perspectives | PhD (Theology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2016 | PhD | Mark and Literary Materialism: Towards a Liberative Reading for (Post)Apartheid South Africa | PhD (Theology), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2015 | PhD | Histoire as the History: A Review of the Politics and Implications of Islamic Public Pedagogy of the Archetypal Past | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2015 | PhD | A Critical Analysis of a Theology of Disability in the Australian Catholic Church: A Qualitative Study into Contemporary Inclusionary Practices | PhD (Theology), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2015 | PhD | An Examination of Moral Decision-Making in Medicine, Informed by a Habermasian Paradigmatic Approach: Implications for Medical Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2014 | PhD | Interrupting Moral Technique, Transforming Biomedical Ethics: Reading Karl Barth Against the 'Sin' of the Common Morality and For the Postures of Human Flourishing | PhD (Religious Studies), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2014 | PhD | Beyond Absolutism: Conversations with Karl Barth over the Reforming of Enlightenment Subjectivity in Judgement | PhD (Religious Studies), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2014 | PhD | People Places and Pathways in NSW Aboriginal Education: The Impact of Aboriginal Community on Education Provision in NSW | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2013 | PhD | Education New South Wales: a System and a Classroom | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2013 | PhD | A Critical Examination of Values Education Perspectives on Non-formal Education in India | PhD (Social Work), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2013 | PhD | An Investigation of Primary Education from a Values Education Perspective: Case Studies of Government Primary Schools | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2013 | PhD | In the Shadow of McClellan: The Army of the Potomac and the Struggle for High Command 1861-1863 | PhD (History), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2012 | PhD | Christian-Muslim Relationships in Medan and Dalihan na tolu - A Social Capital Study of The Batak Cultural Values and Their Effect on Interreligious Encounters | PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2012 | PhD | An Investigation of Contrasting Approaches to Worship within Australian Baptist Churches to Explore the Role of Apollonian and Dionysian Concepts of Art Play in Understanding the Differences. A Case Study Approach | PhD (Music), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2010 | PhD | Moral Judgement to Moral Action: Implications for Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2008 | PhD | Identity, Image and Meaning Beyond the Classroom: Visual and Performative Communicative Practice in a Visual 21st Century | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2007 | PhD | Inter-Religious Dialogue and the Public University: Establishing a Multi-Faith Centre for Dialogue and Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Sole Supervisor |
2006 | PhD | Religion, Art and the Australian Landscape: A Visual and Verbal Exploration of the Landscape as Symbol of Identity and Place of Belonging and as a Site and Source of Understanding and Meaning | PhD (Humanities), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2006 | PhD | Towards Multiculture in the Learning of Nursing | PhD (Education), College of Human and Social Futures, The University of Newcastle | Principal Supervisor |
2006 | PhD | To tell as one enchanted: An approach to the art of biblical narrative in Religious Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Sole Supervisor |
2006 | PhD | Ways of Knowing in the Anglican Eucharistic Tradition: Ramifications for Theological Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Sole Supervisor |
2005 | PhD | A PRAXIS APPROACH TO LEARNING: Epistemological Implications for Religious Education in a Christian Context | PhD (Education), College of Human and Social Futures, The University of Newcastle | Sole Supervisor |
2004 | PhD | The Structure of Belief: A schema for understanding how people believe for use in the context of theological education at the science-religion interface | PhD (Education), College of Human and Social Futures, The University of Newcastle | Sole Supervisor |
2004 | PhD | Toward an Inclusivist Reading of Text: Educational Implications from the Reading and Interpretation of Biblical Narrative | PhD (Education), College of Human and Social Futures, The University of Newcastle | Co-Supervisor |
2002 | PhD | Aestheticizing Liturgics: An Integrative Study of Aesthetics, Theology, and Liturgical Education | PhD (Education), College of Human and Social Futures, The University of Newcastle | Sole Supervisor |
2002 | PhD | Religious Education and the Creative Arts: A Critical Exploration | PhD (Education), College of Human and Social Futures, The University of Newcastle | Sole Supervisor |
Emeritus Professor Terry Lovat
Position
Emeritus Professor
College of Human and Social Futures
Contact Details
terry.lovat@newcastle.edu.au | |
Phone | (02) 4921 6288 |
Office
Room | SE29 |
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Building | Special Education Centre |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |