Abstract

No student doing a math course has their ‘own’ math; whereas the student of religion is likely to have their own religion, or a position in relation to religion, such as agnosticism or atheism. Designing and teaching the comparative religion course at Richmond, the American International University in London, has helped me reflect on the problem of subjectivity, and how it is intrinsic to the discipline of comparative religion. It demands a specific conceptual framework, ethical awareness and pedagogic practice which this paper seeks to outline. Using Richmond as a case study, I propose an existential ontological approach to the teaching situation, and make specific practice recommendations. Richmond is fortunate to have 110 nationalities in its student body and members of all the major faiths. It has been the perfect environment to explore these issues with students and faculty colleagues.