Dr Stuart Hanscomb

  • Senior Lecturer (Interdisciplinary Studies)

telephone: 01387702059
email: Stuart.Hanscomb@glasgow.ac.uk

Biography

Stuart took his degree in philosophy and psychology at Hull University, and wrote his Ph.D. on Existentialism at Durham University. He has lectured in the Philosophy Dept. at Durham, and lectured/tutored in both philosophy and psychology at a number of other institutions including City University (London), The City Lit. (London), Birkbeck College, Stirling University and Edinburgh University. He has also worked as an academic consultant and trainer for marketing company Mountainview (London) who specialize in the role of emotion and the unconscious in processes of persuasion.


Research interests

Research interests

Current areas of research are the psychology and philosophy of higher education (esp. student experience, emotion and authenticity); virtue theory;  critical thinking, and existentialism.

 


Grants

Research Projects

2011-12. HEA funded project (with Benjamin Franks) into the student experience of 'feedback vivas', later published as 'Learning through reflective dialogue: assessing the effectiveness of feedback vivas' (Discourse, Vol.12, 2012)

2009-10. Dumfries & Galloway Integrated Degree Development. Funded by the South West Articulation Hub, this project aims to develop integrated degree level provision at SCQF level 9 with a focus on providing a direct articulation route for new (and recent) HND diplomates from local colleges and the local area. The broad vision is that Crichton values and contemporary imperatives (e.g. critical thinking, communication, self-development, sustainability, citizenship) are applied in vocational and other placement/project settings in order to add and superadd intellectual, reflective and skills-based learning to existing competencies.

2007-8. Glasgow University funded research into the personal development and employability needs of taught postgraduate students at Glasgow University, Dumfries.

2006-7. Project, funded by The Higher Education Academy Subject Centre for Philosophical and Religious Studies, exploring the relationship between Crichton's Core Courses and the educational aims of critical thinking and personal development (or what has been called 'critical being'). He contributed to an initial paper, principally authored by Ben Franks, on philosophy and interdisciplinarity, (Discourse, Vol. 6, No.1); wrote a further conceptual piece on philosophy and 'critical being' (Discourse Vol. 6, No.2), and, with Angela McClanahan,  conducted an empirical investigation student experiences of core courses (results reported in Discourse Vol. 7, No. 1).

2001-3. Project funded by marketing psychologists Mountainview (London) into aspects of emotions, historical conceptions of the self and processes of persuasion. The end product provided part of the the foundation of a training package that has subsequently been sold to a number of corporations including HSBC and Mars.


Supervision

Dissertation supervision

  • Levels 3 & 4 dissertation supervisor of topics relating to teaching and research interests.
  • Level 5 (PG) dissertation in topics related to environmental communication, environmental ethics, and philosophy of education

 


Teaching

Undergraduate

  • Level 1: Philosophy 1
  • Level 2: Issues in Contemporary Society
  • Level 2: Human Nature & Well-Being
  • UG Summer School (Access)
  • Academic Writing Skills

Postgraduate

  • Environmental Communication
  • Environmental Ethics & Behaviour Change (with Dr. Sean Johnston & Dr. Benjamin Franks)
  • Critical Thinking & Communication

Additional information

Conference Papers and other talks 

'Critical thinking & well-being'. At the RSE Humanist Research Workshop: Humanism in Public Spaces, University of Glasgow, January 2015.

'Authenticity, freedom and the self'. At University of Aberdeen Catholic Society, April 2014.

'The nature & purpose of concurrent teaching in teacher education' (with Carlo Rinaldi). At the Teacher Education Enhancement Network conference, May 2013.

'Learning through reflective dialogue' (with Benjamin Franks). At the University of Glasgow Learning & Teaching Conference, April 2012.

'Feedback and Graduate Attributes'. At the University of Glasgow Learning & Teaching Conference, April 2011.

'Crichton Combined Degree Programme'. At The Crichton Campus: The Next Decade, Crichton Foundation, June 2010.

'Critical thinking's appeal and relevance beyond philosophy'. At Teaching Philosophical and Religious Studies ' Beyond Boundaries', HEA, Birmingham City University, June 2010.

'An Interdisciplinary Campus: Conceptual underpinnings, research evidence and true stories of curriculum innovation in a small higher education establishment'. At My Subject, Your Subject: Interdisciplinary Curriculum Innovation Beyond Subject Teaching, Wolverhampton University (Telford Campus), July 2008.

'Feedback & Motivation'. At University of Glasgow Learning & Teaching Conference, March 2008.


Publications

List by: Type | Date

Jump to: 2017 | 2016 | 2015 | 2012 | 2011 | 2010 | 2008 | 2007 | 2006
Number of items: 14.

2017

Franks, B., Hanscomb, S. and Johnston, S. F. (2017) Environmental Ethics and Behavioural Change. Routledge Earthscan: UK. ISBN 9781138924055

Hanscomb, S. and Rinaldi, C. (2017) ‘Why am I having to do this?’: The nature and purpose of concurrent courses in Scottish primary teacher education. Teacher Education Advancement Network Journal, 9(1), pp. 124-132.

2016

Hanscomb, S. (2016) Critical Thinking: The Basics. Series: The Basics. Routledge. ISBN 9781138826236

2015

Hanscomb, S. (2015) Assessment and the self: academic practice and character attributes. Journal of Learning Development in Higher Education, 2015(8),

2012

Franks, B. and Hanscomb, S. (2012) Learning through reflective dialogue: assessing the effectiveness of feedback vivas. Discourse: Learning and Teaching in Philosophical and Religious Studies, 12(1),

2011

Hanscomb, S. (2011) Kant get no satisfaction: a review of James Harris' Philosophy at 33.⅓ rpm: themes of classic rock music. Cafe Philosophy, 2011(Jan), pp. 6-7. [Book Review]

2010

Hanscomb, S. (2010) Do it yourself: existentialism as punk philosophy. Cafe Philosophy,

Hanscomb, S. (2010) Existentialism and art-horror. Sartre Studies International, 16(1), pp. 1-23. (doi:10.3167/ssi.2010.160101)

Hanscomb, S. (2010) Teaching critical thinking beyond philosophy. Discourse: Learning and Teaching in Philosophical and Religious Studies, 10(1), pp. 131-152.

2008

Hanscomb, S. (2008) Can you imagine ... ? Comedy, philosophy and the foolosopher. Cafe Philosophy,

2007

Hanscomb, S. (2007) Philosophy, interdisciplinarity and 'critical being': the contribution of Crichton Campus' philosophy-based core courses to personal development and authenticity. Discourse: Learning and Teaching in Philosophical and Religious Studies, 6(2), pp. 159-183.

Hanscomb, S. (2007) The critical being of the liberal arts student. Discourse: Learning and Teaching in Philosophical and Religious Studies, 7(1), pp. 95-124.

2006

Franks, B., Hanscomb, S. and Harper, S. (2006) Interdisciplinarity and philosophy. Discourse: Learning and Teaching in Philosophical and Religious Studies, 6(1), pp. 123-143.

Hanscomb, S. (2006) Contemporary existentialist tendencies in psychology. In: Ashworth, P.D. and Chung, M.C. (eds.) Phenomenology and Psychological Science: Historical and Philosophical Perspectives. Series: History and philosophy of psychology. Springer: New York, USA, pp. 169-196. ISBN 9780387337609

This list was generated on Tue Oct 16 13:01:59 2018 BST.
Number of items: 14.

Articles

Hanscomb, S. and Rinaldi, C. (2017) ‘Why am I having to do this?’: The nature and purpose of concurrent courses in Scottish primary teacher education. Teacher Education Advancement Network Journal, 9(1), pp. 124-132.

Hanscomb, S. (2015) Assessment and the self: academic practice and character attributes. Journal of Learning Development in Higher Education, 2015(8),

Franks, B. and Hanscomb, S. (2012) Learning through reflective dialogue: assessing the effectiveness of feedback vivas. Discourse: Learning and Teaching in Philosophical and Religious Studies, 12(1),

Hanscomb, S. (2010) Do it yourself: existentialism as punk philosophy. Cafe Philosophy,

Hanscomb, S. (2010) Existentialism and art-horror. Sartre Studies International, 16(1), pp. 1-23. (doi:10.3167/ssi.2010.160101)

Hanscomb, S. (2010) Teaching critical thinking beyond philosophy. Discourse: Learning and Teaching in Philosophical and Religious Studies, 10(1), pp. 131-152.

Hanscomb, S. (2008) Can you imagine ... ? Comedy, philosophy and the foolosopher. Cafe Philosophy,

Hanscomb, S. (2007) Philosophy, interdisciplinarity and 'critical being': the contribution of Crichton Campus' philosophy-based core courses to personal development and authenticity. Discourse: Learning and Teaching in Philosophical and Religious Studies, 6(2), pp. 159-183.

Hanscomb, S. (2007) The critical being of the liberal arts student. Discourse: Learning and Teaching in Philosophical and Religious Studies, 7(1), pp. 95-124.

Franks, B., Hanscomb, S. and Harper, S. (2006) Interdisciplinarity and philosophy. Discourse: Learning and Teaching in Philosophical and Religious Studies, 6(1), pp. 123-143.

Books

Franks, B., Hanscomb, S. and Johnston, S. F. (2017) Environmental Ethics and Behavioural Change. Routledge Earthscan: UK. ISBN 9781138924055

Hanscomb, S. (2016) Critical Thinking: The Basics. Series: The Basics. Routledge. ISBN 9781138826236

Book Sections

Hanscomb, S. (2006) Contemporary existentialist tendencies in psychology. In: Ashworth, P.D. and Chung, M.C. (eds.) Phenomenology and Psychological Science: Historical and Philosophical Perspectives. Series: History and philosophy of psychology. Springer: New York, USA, pp. 169-196. ISBN 9780387337609

Book Reviews

Hanscomb, S. (2011) Kant get no satisfaction: a review of James Harris' Philosophy at 33.⅓ rpm: themes of classic rock music. Cafe Philosophy, 2011(Jan), pp. 6-7. [Book Review]

This list was generated on Tue Oct 16 13:01:59 2018 BST.