Religion is an aspect of culture and for many individuals it is an important aspect of their identity and world view (Geertz, 1973, Hughes, Black, Bellamy & Kaldor,2004, Bouma, 2006). A number of educational institutions in Australia incorporate the teaching of an empathetic understanding of different religions into their programs but there is often little evaluation of its impact (Goldberg, 2009).  Does the study of religion entrench pre-existing beliefs, bias and habitus or does it enable students develop a greater intercultural understanding as part of their secondary habitus (Bourdieu 1977)?  Does the study of religion have a role to play in tertiary institutions in the 21^st century in an increasingly urbanised society where many minorities and different cultures exist side by side?  These are questions which require consideration in order to evaluate the teaching of Religion Studies.

In the past, debate on the role of the study of religion has revolved around the distinction between a confessional approach to teaching religion, compared with an empathic pluralist approach, as well as questioning the possibility the latter approach (D’Costa p 6, 1996).  Going beyond these issues - although important they can be distractions - there is a need to be evaluate the impact of courses on religion on students,  in order to inform the debate regarding the place, if any, of the empathetic pluralistic study of religion in tertiary institutions. 

The preliminary findings from a research project being conducted at the University of South Australia would suggest that the teaching of Religion Studies has an important role to play in developing intercultural and interreligious understanding increasingly seen as necessary for a tolerant and informed citizenship; however, there are some limitations to its effectiveness. Over many years, direct communication from students and information posted on the course discussion boards provided the basis for this research project and has given poignant insights into students’ views and assumptions. The University of South Australia has an extensive program of Religion Studies courses which are available to a wide section of the University, including education students as part of their teaching degree, as well to students enrolled in Open Universities Australia.  In 2010 a pilot study was conducted with the major study commencing at the beginning of 2011, in order to identify whether the study of religion has an impact on the understanding and attitudes of students undertaking courses in religion and what such impact may be. This paper provides an interim report of this research project.

References Bouma, GD. 2006, Australian Soul: religion and spirituality in the twenty-first Century, Cambridge Uni Press, Cambridge. Bourdieu, P 1977, Outline of a Theory of Practice, (trans.) Richard Nice, Polity Press, Cambridge. D’Costa, G. 1996, ‘The impossibility of a pluralist view of religions’, Religious Studies 32, pp. 223-232 Geertz, Clifford 1973, The Interpretation of Cultures, Basic Books, New York. Hughes, P, Black, AW, Bellamy, J & Kaldor, P 2004, 'Identity and Religion in contemporary Australia', Australian Religion Studies Review, vol. 17, no. 1, Autumn 2004, pp. 53-68. Goldburg Peta, ‘Religion Studies: from University to School’, Australian Religion Studies Review, 2009 Vol 22.1, pp13-27.