Students
LAWS532 – Law and Religion
2019 – S2 Day
General Information
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| Unit convenor and teaching staff | Unit convenor and teaching staff |
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| Credit points |
Credit points
3
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| Prerequisites |
Prerequisites
(24cp in LAW or LAWS units) or (39cp at 100 level or above including LAWS260)
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| Corequisites |
Corequisites
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| Co-badged status |
Co-badged status
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| Unit description |
Unit description
This unit explores key areas where law and various religious traditions intersect. A major theme in the unit relates to constitutional law principles concerning separation of church and state, and free exercise of religious belief and the issues surrounding multicultural accommodation of religions in Australia. This involves an inquiry into different religions such as Christianity, Islam and Buddhism. In the context of these religions the course examines religion and war, religion and the environment, animal welfare, terrorism, issues surrounding sexuality, and religion and capitalism.
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Important Academic Dates
Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
Learning Outcomes
On successful completion of this unit, you will be able to:
- 1. Demonstrate an understanding of the basis for religious freedom principles and their operation in the constitutional law of states such as Australia, the United States, Canada and South Africa;
- 2. Examine the relationship between church and state with an examination of states such as the United Kingdom, the United States, France and Australia;
- 3. Analyse the relationship of Islam and Buddhism and the law;
- 4. Analyse the intersections of law and religion relating to laws governing sacred site protection, voluntary euthanasia, blasphemy, same-sex marriage and clergy employment.
- 5. Critically analyse and applying relevant legal principles to problem situations;
- 6. Critically explain, analyse and evaluate the relevant theoretical bases of relevant legal principles.
General Assessment Information
General Assessment Information
Extensions and penalties.
“Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.”
Assessment Tasks
| Name | Weighting | Hurdle | Due |
|---|---|---|---|
| Research Essay: Assessment 1 | 40% | No | 17/09/2019 5pm |
| Research Essay: Assessment 2 | 40% | No | 10/11/2019 5pm |
| Active Participation | 20% | No | Weekly |
Research Essay: Assessment 1
Due: 17/09/2019 5pm
Weighting: 40%
Students are required to submit a research paper of 2,500 words.
The list of potential topics and questions will be posted on iLearn.
A marking rubric outlining the grading criteria will be available on iLearn.
Requests for extensions due to special consideration are made via Ask.mq with supporting documentation. Any assignments submitted after the due date without an approved application for special consideration will attract a late penalty in accordance with Faculty Policy. After 7 days, no late papers will be accepted.
On successful completion you will be able to:
- 1. Demonstrate an understanding of the basis for religious freedom principles and their operation in the constitutional law of states such as Australia, the United States, Canada and South Africa;
- 2. Examine the relationship between church and state with an examination of states such as the United Kingdom, the United States, France and Australia;
- 3. Analyse the relationship of Islam and Buddhism and the law;
- 4. Analyse the intersections of law and religion relating to laws governing sacred site protection, voluntary euthanasia, blasphemy, same-sex marriage and clergy employment.
- 5. Critically analyse and applying relevant legal principles to problem situations;
- 6. Critically explain, analyse and evaluate the relevant theoretical bases of relevant legal principles.
Research Essay: Assessment 2
Due: 10/11/2019 5pm
Weighting: 40%
Assessment 2 Task 2
The topic for the research paper will be available on iLearn from 1st November.
Students are required to submit a research paper of 2,500 words.
A marking rubric outlining the grading criteria will be available on iLearn.
Requests for extensions due to special consideration are made via Ask.mq with supporting documentation. Any assignments submitted after the due date without an approved application for special consideration will attract a late penalty in accordance with Faculty Policy. After 7 days, no late papers will be accepted.
On successful completion you will be able to:
- 1. Demonstrate an understanding of the basis for religious freedom principles and their operation in the constitutional law of states such as Australia, the United States, Canada and South Africa;
- 2. Examine the relationship between church and state with an examination of states such as the United Kingdom, the United States, France and Australia;
- 3. Analyse the relationship of Islam and Buddhism and the law;
- 4. Analyse the intersections of law and religion relating to laws governing sacred site protection, voluntary euthanasia, blasphemy, same-sex marriage and clergy employment.
- 5. Critically analyse and applying relevant legal principles to problem situations;
- 6. Critically explain, analyse and evaluate the relevant theoretical bases of relevant legal principles.
Active Participation
Due: Weekly
Weighting: 20%
Substantive requirements in relation to class participation 10%
Students will be assessed on the basis of their knowledge, understanding and ability to critically evaluate the weekly readings and contribute to the discussion of questions set in relation to these readings. To fulfil these criteria students will be expected to contribute to class discussions in the weekly seminars.
Participation through weekly answers to the tutorial problems 10%
Students will be required to submit weekly responses to tutorial questions.
Full details of the weekly questions will be provided on iLearn.
A grading rubric for participation will be available on iLearn
On successful completion you will be able to:
- 1. Demonstrate an understanding of the basis for religious freedom principles and their operation in the constitutional law of states such as Australia, the United States, Canada and South Africa;
- 2. Examine the relationship between church and state with an examination of states such as the United Kingdom, the United States, France and Australia;
- 3. Analyse the relationship of Islam and Buddhism and the law;
- 4. Analyse the intersections of law and religion relating to laws governing sacred site protection, voluntary euthanasia, blasphemy, same-sex marriage and clergy employment.
- 5. Critically analyse and applying relevant legal principles to problem situations;
- 6. Critically explain, analyse and evaluate the relevant theoretical bases of relevant legal principles.
Delivery and Resources
The course will consist of a series of lectures and weekly tutorials. Lectures will be pre-recorded.
Course readings will be available via Leganto.
The unit schedule contains weekly readings and questions. Students must prepare a brief written attempt at answering all of the week’s questions, maximum total 2, A4 pages
Unit Schedule
Unit Schedules
WEEK ONE, THE ROLE OF RELIGION AND ITS IMPORTANCE
NO TUTORIAL IN WEEK ONE
WEEK TWO WHAT IS RELIGION AND DOES IT REQUIRE SPECIAL PROTECTION?
Readings
M. Evans ‘Religious Freedom: The Australian Context’, in M. Evans Legal Protection of Religious Freedom, Federation Press, 1-15.
Readings and Tutorial Questions – (Some Material for this tutorial was covered by the previous lecture)
- Is religion a special category of experience that needs protection?
- Should religion be separated from the state?
- Is Australia a Christian country?
- How does Australia protect religious freedom and is stronger protection needed?
WEEK THREE, LOCKE AND RELIGIOUS FREEDOM
Readings
‘Toleration’, Stanford Encyclopaedia of Philosophy- available on line
J.Locke, ‘A Letter Concerning Toleration’, in J Gough The Second Treatise of Civil Government and a Letter Concerning Toleration, Blackwell Oxford 1946, 123,126-137-139, 145-147, 154-158.
J. Waldron, ‘Lo>http://www.smh.com.au/national/free-speech-appeal-fails-over-critical-letters-to-diggers-20130227-2f66g.html.
Read Monis v The Queen [2013] HCA 4 (27 February 2013) available
from > http://www.austlii.edu.au/. Do you agree with the conclusion?
WEEK FOUR, CAN RELIGION BE DEFINED
Readings
R. Ahdar and I. Leigh, ‘The Religious versus the Secular: The Problem of Defining ‘Religion’ in R. Ahdar and I. Leigh Religious Freedom in the Liberal State , Oxford University Press 110-125
B.Leiter, ‘Why To Tolerate Religion?’ available on line from Social Science Research Network
F.Gedicks, ‘An Unfirm Foundation: The Regrettable Indefensibility of Religious Exemption’ 20 UALR LJ (1998) 81-95.
R.Dworkin Religion and Dignity in Is Democracy Possible Here Princeton, 53-89.
Discussion Questions
What are the difficulties attached to defining religion in a legal context?
2. Discuss Dworkin’s distinction between a tolerant religious nation and a tolerant secular state. Why does Dworkin find the latter model more attractive? Do you agree?
3. Why does Leiter think that there is no credible principled argument for tolerating religion qua religion? Do you agree?
4. Why does Gedicks think that differential treatment of religiously and morally motivated practice cannot be justified? Do you agree
WEEK FIVE, THE INTERPRETATION OF RELIGIONS AND FOREGIVENESS
The Conflict of Interpretations, in Belsky, Law and Theology, 9-22.
Samuel J. Levine, Jewish Legal Theory and American Constitutional Theory: Some Comparisons and Contrasts, 24 Hastings Const. L.Q. 441, 478-501 (1997).
Sanford Levinson, On Interpretation: The Adultery Clause of the Ten Commandments, 58 S. Cal. L. Rev. 719 (1985).
‘Interpretation : Stanford Encyclopedia of Philosophy available on line.
C. Fishman, Old Testament Justice, 51 Catholic U. L. Rev. 405 (2002).
J.Hall, Biblical Atonement and Modern Criminal Law, 1, J.L. & Religion 279 (1983).
D. Horigan, Of Compassion and Capital Punishment: A Buddhist Perspective on the Death Penalty, 41 Am. J. Juris. 271 (1996).
K.L. Seshagiri Rao, Practitioners of Hindu Law: Ancient and Modern, 66 Fordham L.Review. 1185 (1998).
L. Rocher, Hindu Conceptions of Law, 29 Hastings L.J. 1283 (1978).
Luke T. Lee & Whalen W. Lai, The Chinese Conceptions of Law: Confucian, Legalist, and Buddhist, 29 Hastings L.J. 1307 (1978).
P. Ingram & David R. Loy, The Self and Suffering: A Buddhist-Christian Conversation, 44 Dialog 98 (2005).
A. Thurschwell, Ethical Exception; Capital Punishment in the Figure of Sovereignty available in Social Science Research Network
J. Braithwaite ‘What’s wrong with the Sociology of Punishment, Theoretical Criminology (2003) 81-105.
B. Clarke Law, religion and violence: a human rights-based response to punishment of apostasy Adelaide Law Review, 30, 1, 2009, 111-147
Discussion Question for Tutorial
1 Read the Levinson article and answer the questions, 1-5 on pages 216-217 of the article.
2 Make an assessment on the validity of religious reasons for punishment by the law. Students should refer to two out of the three major religions, namely Islam, Christianity or Buddhism.
3 What is forgiveness? Are all definitions of forgiveness culturally relative? When is it possible to speak of it in universal terms? Who can grant forgiveness? What is the nature self-forgiveness? Is there a Marxist notion of forgiveness? Is there a difference between secular and religious notions of forgiveness? Can states forgive?
WEEK SIX, RELIGION WAR AND VIOLENCE
‘War’ in Stanford Encyclopedia of Philosophy- available on line.
J.Yoo ‘Using Force’ 71 Chicago Law Review(2003) 729-797.
K.Ferzan ‘Defending Imminence Arizona Law Review (2004)214-262.
Buddhism and Law Encyclopedia of Religion and War ed G. Palmer- Fernanez Routledge 290-299.
M Rigstad, ://www.justwartheory.com/ (material under the headings ‘Introductory Materials’ and ‘Classic Sources’);
H Zawati, Is Jihad a Just War? Edwin Mellen Press, 2001, Chapter 1, 9 – 47.
G Weigel, ‘The Development of Just War Thinking in the Post-Cold War World: an American Perspective’ in Charles Reed & David Ryall (eds), The Price of Peace: Just War in the Twenty-First Century 19 – 36.
Mohammad Taghi Karoubi, Just or Unjust War?, Ashgate, 2004, Chapter 5, ‘Just or Unjust War? International Law and Unilateral Use of Armed Force by States at the Turn of the 20th Century’ 151 – 233.
Tutorial questions
1. In a 2003 interview, Jacques Chirac, President of France at that time, affirmed that President George W. Bush asked him to send troops to Iraq to stop Gog and Magog, the "Bible’s satanic agents of the Apocalypse." According to Chirac, the American leader appealed to their “common faith” (Christianity) and told him: “Gog and Magog are at work in the Middle East…. The biblical prophecies are being fulfilled…. This confrontation is willed by God, who wants to use this conflict to erase his people’s enemies before a New Age begins
(Quote from ) http://en.wikipedia.org/wiki/Rationale_for_the_Iraq_War#Divine_inspiration
Consider to what extent the Iraq war is a religious war?
To answer this question please research outside of the materials
2. 2 Is the death penalty justified? Is it an effective deterrent? A just retribution for horrendous crimes? Or a racist, classist form of state-sanctioned murder?
WEEK SEVEN, BUDDHIST ETHICS AND HUMAN RIGHTS
D. Philpott, Religion, Reconciliation, and Transitional Justice:
The State of the Field’, available at httptp://kroc.nd.edu/sites/default/files/workingpaperphilpott.pdf
D.Philpott, (2007). ‘What Religion Brings to the Politics of Transitional Justice’ Journal of International Affairs 61(1): 93-110.
T.Bartholomeusz In Defence of Dharma. Just War Ideology in Buddhist Sri Lanka, Routledge 2001.
A further reading to be supplied as regards Nepal as the situation develops there. See http://ictj.org/about/transitional-justice
Discussion Questions.
1. Is the rational given by Sri Lanka for a ‘just war’ convincing? (students might like to see D. Keown ‘Some problems with particularism’ in Journal of Buddhist Ethics 20, 2013 – on line.
Consider the case made for ‘moral particularism’ made by Keown in the above article. Does Buddhism have a different form of reasoning than that in western philosophy?
WEEK EIGHT, THE SOCIAL AND LEGAL BACKGROUND OF EARLY BUDDHISM AND THE DEVELOPMENT OF THE RULES FOR BUDDHIST MONKS
Readings
G.Omvedt ‘The Background to Buddhism’ in Buddhism in in India Sage, 1-32. Read as background.
David DeMoss (2011) ‘Empty and Extended Craving: An Application of the Extended Mind Thesis to the Four Noble Truths’ , Contemporary Buddhism ,12, 2, 310, from journal search from library.
Tapas Aich (2013) Buddha Philosophy and Western Psychology’ Indian Journal of Psychiatry 55 ( supplement 2) 165, from journal search from library.
Discussion Questions
- What are the Four Noble Truths and how do they relate to each other?
2. Is Buddhism a philosophy or religion?
WEEK NINE, THE RULES OF BUDDHIST MONKS
Readings
Voyce ‘The Communal Discipline of the Buddhist Order of Monks: The Sanction of the Vinaya Pitaka’, American Journal of Jurisprudence, 29 (1984) 123-150.
Voyce 'The Legal Authority of Buddha over the Buddhist Order of Monks', Journal of Law and Religion, 1, 2 (1983) 307-323.
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Malcolm Voyce ‘From Ethics to Aesthetics: A Reconsideration of Buddhist Monastic Rules in the Light of Michel Foucault’ |
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In Contemporary Buddhism 2015, pages 1-30. |
Discussion Questions
1.What was the role of confession in the Vinaya? Are the ideas of Bataille and his notions on transgression appropriate in the context of the Vinaya?
2. What is the role of beauty in Theravada Buddhism and to what degree does it assist mental cultivation?
3 What is the role of the Vinaya? Should we consider it a legal text? Were the rules generalizations for all occasions or just rules for particular instances?
WEEK TEN, ISLAMIC LAW
Readings
J. Eposito‘Introduction to Islamic Law’ in J. Esposito Islamic Society, 1-27.
J. Hussain, ‘Family Law and Muslim Communities’in Islam: Its Law and Society Federation Press 28-45-87.
Discussion Questions
What are the sources of Islamic law? What is the role of the Sharia? What are the rules as regards family life as regards divorce and inheritance?
WEEK ELEVEN, SHARIA LAW AND HUMAN RIGHTS
Readings
An-Na’im. (2006). ‘Why should Muslims abandon Jihad? Human rights and the future of international law.’ Third World Quarterly 27(5): 785-797.
H. Bielefeldt (2000). ‘Western” versus “Islamic” Human Rights Conceptions?: A Critique of Cultural Essentialism in the Discussion on Human Rights, Political Theory 28(1): 90-121
Discussion Questions
How do western and Islamic legal rights differ? What is the role of the individual in these traditions? Consider the issue over religious dress. Formulate your position on this issue.
WEEK TWELVE, SHARIA LAW: SHOULD IT BE ADOPTED IN AUSTRALIA
Yilmaz, ‘Law as Chameleon: The Question of Incorporation of Muslim Personal Law into English Law’ Journal of Muslim Minority Affairs 2001 21, 2.
‘Group Rights’ Stanford Encyclopedia of Philosophy , on line
Sayad ‘The Accommodation of Minority Customs in Sweden’, European Journal of Law Reform 2010, 12, 319, available from journal search.
Doppelt ‘Illiberal Cultures and Group Rights’ 12, Journal of Contemporary Legal Issues, 2001-2, 661, available from multi- search in library.
Discussion question
- Is it appropriate to have group rights for religious minorities? Demonstrate the validity of the argument by examining the theorists in the Doppelt article as regards family law and inheritance rights. Do the normative limits of liberalism fail to capture Muslim subjectivity as regards family law?
2 Should sharia law be adopted in Australia?
Policies and Procedures
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
- Academic Appeals Policy
- Academic Integrity Policy
- Academic Progression Policy
- Assessment Policy
- Fitness to Practice Procedure
- Grade Appeal Policy
- Complaint Management Procedure for Students and Members of the Public
- Special Consideration Policy (Note: The Special Consideration Policy is effective from 4 December 2017 and replaces the Disruption to Studies Policy.)
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
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Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
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Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
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Graduate Capabilities
Creative and Innovative
Our graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
Learning outcomes
- 1. Demonstrate an understanding of the basis for religious freedom principles and their operation in the constitutional law of states such as Australia, the United States, Canada and South Africa;
- 2. Examine the relationship between church and state with an examination of states such as the United Kingdom, the United States, France and Australia;
- 3. Analyse the relationship of Islam and Buddhism and the law;
- 4. Analyse the intersections of law and religion relating to laws governing sacred site protection, voluntary euthanasia, blasphemy, same-sex marriage and clergy employment.
- 5. Critically analyse and applying relevant legal principles to problem situations;
- 6. Critically explain, analyse and evaluate the relevant theoretical bases of relevant legal principles.
Assessment tasks
- Research Essay: Assessment 1
- Research Essay: Assessment 2
- Active Participation
Capable of Professional and Personal Judgement and Initiative
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Learning outcomes
- 5. Critically analyse and applying relevant legal principles to problem situations;
- 6. Critically explain, analyse and evaluate the relevant theoretical bases of relevant legal principles.
Assessment tasks
- Research Essay: Assessment 1
- Research Essay: Assessment 2
- Active Participation
Commitment to Continuous Learning
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Learning outcomes
- 5. Critically analyse and applying relevant legal principles to problem situations;
- 6. Critically explain, analyse and evaluate the relevant theoretical bases of relevant legal principles.
Assessment tasks
- Research Essay: Assessment 1
- Research Essay: Assessment 2
- Active Participation
Discipline Specific Knowledge and Skills
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
Learning outcomes
- 1. Demonstrate an understanding of the basis for religious freedom principles and their operation in the constitutional law of states such as Australia, the United States, Canada and South Africa;
- 2. Examine the relationship between church and state with an examination of states such as the United Kingdom, the United States, France and Australia;
- 3. Analyse the relationship of Islam and Buddhism and the law;
- 4. Analyse the intersections of law and religion relating to laws governing sacred site protection, voluntary euthanasia, blasphemy, same-sex marriage and clergy employment.
Assessment tasks
- Research Essay: Assessment 1
- Research Essay: Assessment 2
- Active Participation
Critical, Analytical and Integrative Thinking
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Learning outcomes
- 2. Examine the relationship between church and state with an examination of states such as the United Kingdom, the United States, France and Australia;
- 5. Critically analyse and applying relevant legal principles to problem situations;
Assessment tasks
- Research Essay: Assessment 1
- Research Essay: Assessment 2
- Active Participation
Problem Solving and Research Capability
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
Learning outcomes
- 1. Demonstrate an understanding of the basis for religious freedom principles and their operation in the constitutional law of states such as Australia, the United States, Canada and South Africa;
- 2. Examine the relationship between church and state with an examination of states such as the United Kingdom, the United States, France and Australia;
- 5. Critically analyse and applying relevant legal principles to problem situations;
- 6. Critically explain, analyse and evaluate the relevant theoretical bases of relevant legal principles.
Assessment tasks
- Research Essay: Assessment 2
- Active Participation
Effective Communication
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
Learning outcomes
- 1. Demonstrate an understanding of the basis for religious freedom principles and their operation in the constitutional law of states such as Australia, the United States, Canada and South Africa;
- 5. Critically analyse and applying relevant legal principles to problem situations;
- 6. Critically explain, analyse and evaluate the relevant theoretical bases of relevant legal principles.
Assessment tasks
- Research Essay: Assessment 1
- Research Essay: Assessment 2
- Active Participation
Engaged and Ethical Local and Global citizens
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
Learning outcomes
- 4. Analyse the intersections of law and religion relating to laws governing sacred site protection, voluntary euthanasia, blasphemy, same-sex marriage and clergy employment.
- 5. Critically analyse and applying relevant legal principles to problem situations;
- 6. Critically explain, analyse and evaluate the relevant theoretical bases of relevant legal principles.
Assessment tasks
- Research Essay: Assessment 1
- Research Essay: Assessment 2
- Active Participation
Socially and Environmentally Active and Responsible
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Learning outcome
- 1. Demonstrate an understanding of the basis for religious freedom principles and their operation in the constitutional law of states such as Australia, the United States, Canada and South Africa;