Dr Stuart Hanscomb

  • Senior Lecturer (Social & Environmental Sustainability)

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

Import to contacts

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.

 

Publications

List by: Type | Date

Jump to: 2023 | 2022 | 2021 | 2020 | 2019 | 2017 | 2016 | 2015 | 2012 | 2011 | 2010 | 2008 | 2007 | 2006
Number of items: 23.

2023

Hanscomb, S. (2023) Critical Thinking: The Basics. 2nd Edition. Series: The basics. Routledge: New York, NY. ISBN 9781032163017 (doi: 10.4324/9781003247944)

2022

Hanscomb, S. (2022) Truth and autobiography in stand-up comedy, and the genius of Doug Stanhope. Philosophy of Humor Yearbook, 3, pp. 63-91. (doi: 10.1515/phhumyb-2022-003)

Anderson, C. C. , Renaud, F. G. , Hanscomb, S. and Gonzalez-Ollauri, A. (2022) Green, hybrid, or grey disaster risk reduction measures: what shapes public preferences for nature-based solutions? Journal of Environmental Management, 310, 114727. (doi: 10.1016/j.jenvman.2022.114727) (PMID:35240563)

2021

Anderson, C. C. et al. (2021) Public acceptance of nature-based solutions for natural hazard risk reduction: survey findings from three study sites in europe. Frontiers in Environmental Science, 9, 678938. (doi: 10.3389/fenvs.2021.678938)

Hanscomb, S. (2021) ‘My friends say I'm argumentative, but they’re wrong, and here are three reasons why ...’: using humorous examples for teaching critical thinking and persuasive communication. In: Vaidya, K. (ed.) Teach Communication With a Sense of Humor: Why (and How to) Be a Funnier and More Effective Communication Teacher and Laugh All the Way to Your Classroom. Curious Academic Publishing.

Anderson, C. C. , Renaud, F. G. , Hanscomb, S., Loupis, M., Munro, K. E., Ollauri, A., Panga, D., Pouta, E., Soini, K. and Thomson, C. S. (2021) Public Acceptance of Nature-based Solutions (NbS): a Framework for Successful NbS and its Application in Three European Case Studies. EGU General Assembly 2021, 19-30 Apr 2021. (doi: 10.5194/egusphere-egu21-4579)

2020

Hanscomb, S. (2020) Shot by both sides: punk attitude and existentialism. Existential Analysis, 31(1), pp. 4-19.

2019

Hanscomb, S. (2019) Truth and Autobiography in Stand-up Comedy and the Genius of Doug Stanhope. British Society for Aesthetics Synergy Conference: How to do Things with Jokes, University of Kent, UK, 25-27 Oct 2019.

Hanscomb, S. (2019) Teaching critical thinking virtues and vices: the case for Twelve Angry Men. Teaching Philosophy, 42(3), pp. 173-195. (doi: 10.5840/teachphil2019726105)

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

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.

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 Sat Dec 14 03:50:04 2024 GMT.
Number of items: 23.

Articles

Hanscomb, S. (2022) Truth and autobiography in stand-up comedy, and the genius of Doug Stanhope. Philosophy of Humor Yearbook, 3, pp. 63-91. (doi: 10.1515/phhumyb-2022-003)

Anderson, C. C. , Renaud, F. G. , Hanscomb, S. and Gonzalez-Ollauri, A. (2022) Green, hybrid, or grey disaster risk reduction measures: what shapes public preferences for nature-based solutions? Journal of Environmental Management, 310, 114727. (doi: 10.1016/j.jenvman.2022.114727) (PMID:35240563)

Anderson, C. C. et al. (2021) Public acceptance of nature-based solutions for natural hazard risk reduction: survey findings from three study sites in europe. Frontiers in Environmental Science, 9, 678938. (doi: 10.3389/fenvs.2021.678938)

Hanscomb, S. (2020) Shot by both sides: punk attitude and existentialism. Existential Analysis, 31(1), pp. 4-19.

Hanscomb, S. (2019) Teaching critical thinking virtues and vices: the case for Twelve Angry Men. Teaching Philosophy, 42(3), pp. 173-195. (doi: 10.5840/teachphil2019726105)

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

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.

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

Hanscomb, S. (2023) Critical Thinking: The Basics. 2nd Edition. Series: The basics. Routledge: New York, NY. ISBN 9781032163017 (doi: 10.4324/9781003247944)

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. (2021) ‘My friends say I'm argumentative, but they’re wrong, and here are three reasons why ...’: using humorous examples for teaching critical thinking and persuasive communication. In: Vaidya, K. (ed.) Teach Communication With a Sense of Humor: Why (and How to) Be a Funnier and More Effective Communication Teacher and Laugh All the Way to Your Classroom. Curious Academic Publishing.

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]

Conference or Workshop Item

Anderson, C. C. , Renaud, F. G. , Hanscomb, S., Loupis, M., Munro, K. E., Ollauri, A., Panga, D., Pouta, E., Soini, K. and Thomson, C. S. (2021) Public Acceptance of Nature-based Solutions (NbS): a Framework for Successful NbS and its Application in Three European Case Studies. EGU General Assembly 2021, 19-30 Apr 2021. (doi: 10.5194/egusphere-egu21-4579)

Hanscomb, S. (2019) Truth and Autobiography in Stand-up Comedy and the Genius of Doug Stanhope. British Society for Aesthetics Synergy Conference: How to do Things with Jokes, University of Kent, UK, 25-27 Oct 2019.

This list was generated on Sat Dec 14 03:50:04 2024 GMT.

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 diplomats 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

 

  • Wang, Hui
    Developing a comprehensive critical thinking test for China.

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.