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Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023). Values education and good practice pedagogy: The double helix. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second international research handbook on values education and student wellbeing (pp. 1-19). Springer Nature.
Lovat, T. (2023). Religious and theological knowing: A post-Enlightenment educational lacuna. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 3-20). Springer Nature.
Lovat, T. (2023). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 157-171). Springer Nature. (Reprinted with permission from The Bonhoeffer Legacy: An International Journal, 2020, 6(2), 13-32.)
Lovat, T. (2023). The proportionality principle in ethical deliberation: A Habermasian analysis. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 215-228). Springer Nature.
Lovat, T. (2023). The integral link between Islamic education and religious education: A Bonhoeffer reflection on the urgent task of countering Jihadist pedagogy. In Z. Gross (Ed.), Religious education in a multicultural, post-truth era: International perspectives (pp. 147-159). Springer Nature.
Lovat, T., Toomey, R., Clement, C., & Dally, K. (Eds.). (2023). Second international research handbook on values education and student wellbeing. Springer Nature.
Houston, G., Lovat, T., Lunt, I., Holbrook, A., & Dally, K. (2023). The Viva in doctoral examination: A Habermasian dialogic occasion. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 21-32). Springer Nature.
Moghadam, A., & Lovat, T. (2023). On the significance of histoire: Employing modern narrative theory in analysis of Tabari’s historiography of Islam’s foundations (pp. 173-183). In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection. Springer Nature.
Toomey, R., Lovat, T., Farmer, R., Farmer, S., & Shealy, C. (2023). Values-based education for “at risk” students. In D. Rayson (Ed.), Education, religion and ethics: A scholarly collection (pp. 69-89). Springer Nature.
Douglas, B. & Lovat, T. (2023). Glimmers of sacramentality in early colonial Australia. Studies Liturgique, 104(2-4), 249-266.
Walker, P., & Lovat, T. (2023). The “other”: A troublesome dyad. Journal of Global Ethics, 19(2), 135-149.
Lovat, T. (2022). Jurgen Habermas: Education’s increasingly recognized hero. In M. Murphy (Ed.), Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida (pp. 107-125). Routledge.
Lovat, T. (2022). Values education, efficacious learning and the Islamic connection: An Australian case study. In M. Peters (Ed.), Encyclopedia of teacher education (pp. 2149-2154). Springer Nature.
Lovat, T. (2022). Foreword. In M. Kim & D. Sankey. The science of learning and development in education (pp. vii-viii). Cambridge University Press.
Lovat, T. (2022). Gifted education and Islamic educational philosophy: A neat convergence. Gifted Education International, 39(1), 47-60.
Lovat, T. (2022). Personal reflections on the journal. Journal of Religious Education, 70, 223–228.
Lovat, T. (2022). Religious education: Robust and bold for a multifaith era. Journal of Religious Education, 70, 147–156.
(Republished from the Journal of Religious Education Jubilee Edition 2002, 50 (3), 29–35)
Lovat, T. (2022). A culture of ambiguity: An alternative history of Islam (by Thomas Bauer). Columbia University Press. Journal of Religious History (Book review).
Lovat, T., Dally, K., Holbrook, A., & Fairbairn, H. (2022). Oral defence as a feedback mechanism in doctoral development and examination. Australian Education Researcher, 49(4), 845-860.
Walker, P. & Lovat, T. (2022). The moral authority of consensus. Journal of Medicine and Philosophy: A Journal for Bioethics and Philosophy of Medicine, 47(3), 443–456.
Lovat, T. (2021). Teacher ethos in Islam and the pre-Islamic East. In F. Oser, K. Heinrichs, J. Bauer, & T. Lovat (Eds.), International handbook of teacher ethos (pp. 25-36). Springer Nature.
Lovat, T. (2021). The ambience of values pedagogy. In E. Kuusisto, M. Ubani, P. Nokalainen, & A Toom (Eds.), Good teachers for tomorrow’s schools (pp. 148-165). Brill.
Oser, F., Heinrichs, K., Bauer, J., & Lovat, T. (Eds.). (2021). International handbook of teacher ethos. Springer Nature.
Lovat, T. (2020). Enhancing teacher practice and student wellbeing through moral education: Analysing the effects of the Australian Values Education Program. In E. Campbell & H. Wang (Eds.), Professional ethics and the moral work of teaching: Western contemporary research (pp. 146-165). Fujian Education Press (Chinese translation 当代西方教师专业伦理与道德教).
Lovat, T. (2020). Bonhoeffer’s religionless Christianity in conversation with Islamic scholarship. The Bonhoeffer Legacy: An International Journal, 6(2), 13-32.
Lovat, T. (2020). Holistic learning versus instrumentalism in teacher education: Lessons from values pedagogy and related research. Education Sciences, 10(0341), 1-12. doi:10.3390/educsci10110341
Lovat, T. (2020). Values as the pedagogy: Countering instrumentalism. In K. Tirri (Ed.), Pedagogy and pedagogical challenges. London: IntechOpen. Available from: https://www.intechopen.com/online-first/values-as-the-pedagogy-countering-instrumentalism
Dally, K., Holbrook, A., Lovat, T., & Fairbairn, H. (2020). Supervisor perspectives on the ‘end-stage’ of the doctoral examination process. Higher Education Research & Development, 41(2), 1-15.
Lovat, T. (2019). Islamic education today and yesterday: Principal themes and their potential to enlighten Western education. In M. Huda, J. Safar, A. Mohamed, K. Jasmi, & B. Basiron (Eds.), Global perspectives on teaching and learning paths in Islamic education (pp. 1-20). Hershey, PA: IGI Global.
Lovat, T. (2019). The theological lacuna in Australian religious education: Closing the gap with a re-constructed public theology. In M. Pirner, J. Lahnemann, S. Schwarz, & W. Haussmann (Eds.), Public theology: Perspectives on religion and education (pp. 161-172). New York, USA: Routledge.
Lovat, T. (2019). Theological underpinnings of Australian Catholic religious education: A role for public theology. In M. Buchanan & A. Gellel (Eds.), Global perspectives on Catholic religious education in schools (pp. 63-74). Dordrecht, NL: Springer Nature.
Lovat, T. (2019). Addressing religious extremism through theologically informed religious education. Journal of Religious Education, 67(2), 103-114.
Lovat, T. (2019). What is values education all about? Journal of Ethnic Minorities Research, 8(1), 66-69.
Lovat, T. (2019). The art and heart of good teaching: Values as the pedagogy. Singapore: Springer Nature.
Moghadam, A. & Lovat, T. (2019). Power-knowledge in Tabari’s histoire of Islam: Politicizing the past in medieval Islamic historiography. Oxford: Peter Lang.
Walker, P. & Lovat, T. (2019). The moral authority of consensus: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 44(1), 71-84.
Soleimani, N. & Lovat, T. (2019). The cultural and religious underpinnings of moral teaching according to English language teachers’ perceptions: A case study from Iran. Journal of Beliefs and Values, 40(4), 477-489.
Dally, K., Holbrook, A., Lovat, T., & Budd, J. (2019). Examiner feedback and Australian doctoral examination processes. Australian Universities Review, 61(2), 31-41.
Lovat, T. (2018). Vasiyl Sukhomlinsky’s inspiration and guidance in the Australian Values Education Program. In O. Sukhomlinska (Ed.), Academic notes series: Pedagogical Sciences edition, 172 (pp. 15-22). Kiev: Ministry of Education and Science of Ukraine State Pedagogical University.
Lovat. T. (2018). Postmodernism in education: Blessing or curse? Educational Philosophy and Theory, 50(14), 1502-1503.
Lovat, T. (2018). Securing security in education: The role of public theology and a case study in global Jihadism. Religions, 9(244), 1-14.
Lovat, T. (2018). Bonhoeffer on Islam and Radical Islamism: Counter-narrative and a speculative exploration. The Bonhoeffer Legacy: An International Journal, 5(1), 87-103.
Lovat, T. (2018). Spirituality in Australian education: A legacy of confusion, omission and obstruction. In M. de Souza & L. Halafoff (Eds.), Re-enchanting education and spiritual wellbeing (pp. 36-47). London: Routledge.
Lovat, T. & Dally, K. (2018). Testing and measuring the impact of character education on the learning environment and its outcomes. Journal of Character Education, 14(2), 1-22.
Kiley, M., Holbrook, A., Lovat, T., Fairbairn, H., Starfield, S., & Paltridge, B. (2018). An oral component in PhD examination in Australia. Issues and considerations. Australian Universities Review, 60(1), 25-34.
Walker, P., & Lovat, T. (2018). In a world characterized by moral pluralism, is dialogic consensus a way to establish moral truth? Review of Contemporary Philosophy, 17, 43–55.
Walker, P. & Lovat, T. (2018). Dialogic consensus in medicine: A justification claim. The Journal of Medicine and Philosophy: A Forum for Bioethics and Philosophy of Medicine, 43(7), 1-14.
Lovat, T. & Moghadam, A. (2017). The history of Islam: Revelation, reconstruction or both? New York: Springer.
Lovat, T. (2017). Countering radical Islamist discourse through inter-theological education. In T. van der Zee, K. Tirri & U. Riegel (Eds.), Research on religious and spiritual education: Volume 10. Value learning trajectories – Theory, method, contexts (A. Kuusisto & L. Gearon, volume editors) (pp. 117-130). Munster: Waxmann.
Lovat, T. (2017). No surprise in the ‘surprise effect’ of values pedagogy: An edusemiotic analysis. In I. Semetsky (Ed.), Edusemiotics: A handbook (pp. 93-106). Dordrecht, NL: Springer.
Lovat, T. (2017). Values education as good practice pedagogy: Evidence from Australian empirical research. Journal of Moral Education, 46, 88-96.
Walker, P. & Lovat, T. (2017). Life and death decisions in the clinical setting: Moral decision-making through discourse consensus. Singapore: Springer.
Walker, P. & Lovat, T. (2017). Should we be talking about ethics or about morals? Ethics and Behaviour, 27(5), 436-444.
Starfield, S., Paltridge, B., Holbrook, A., Lovat, T., & Kiley, M. (2017). Evaluation and instruction in PhD examiners’ reports: How grammatical choices construe examiner roles. Linguistics and Education, 42, 53-64.
Lovat, T. (2016). Islamic morality: Teaching to balance the record. Journal of Moral Education, 45(1), 1-15.
Lovat, T. & Clement, N. (2016). Service learning as holistic values pedagogy. Journal of Experiential Education, 39(2), 115-129.
Walker, P. & Lovat, T. (2016). Towards a re-balancing of medical education. International Journal of Ethics, 11(4), 1-8.
Kuusisto, A. & Lovat, T. (Eds.), (2016). Contemporary challenges for religious and spiritual education. Abingdon, Oxon: Routledge.
Crotty, R. & Lovat, T. (2016). Islam: Its beginnings, and history, its theology and its importance today. Adelaide: ATF.
Mudge, P., Fleming, D. & Lovat, T. (2016). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. In A. Kuusisto & T. Lovat (Eds.), Contemporary challenges for religious and spiritual education (pp. 14-24). Abingdon, Oxon: Routledge.
Lovat, T. & Crotty, R. (2015). Reconciling Islam, Christianity and Judaism: Islam’s special role in restoring Convivencia. Heidelberg, Germany: Springer.
Lovat, T., Holbrook, A., Bourke, S., Fairbairn, H., Kiley, M., Paltridge, B. & Starfield, S. (2015). Examining doctoral examination and the question of the Viva. Higher Education Review, 47(3), 5-23. [cited in Nature, 535, 7 July, 2016, p. 27]
Clement, N., Lovat, T., Holbrook, A., Kiley, M., Bourke, S., Paltridge, B., Starfield, S., Fairbairn, H., & McInerney, D. (2015). Theory and method in higher education research: Exploring doctoral examiner judgements through the lens of Habermas and epistemic cognition. Theory and Method in Higher Education Research, Book Series, Vol 3,213-234. London: Emerald.
Lovat, T., Nilan, P., Hosseini, H., Samarayi, I., Mansfield, M. and Alexander, W. (2015). Australian Muslim jobseekers and social capital. Canadian Ethnic Studies, 47(2), 165-185.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Starfield, S., Paltridge, B., McMurtrie, R., Lovat, T., Holbrook, A., Kiley, M., Bourke, S. & Fairbairn, H. (2015). Understanding the language of evaluation in examiners’ reports on doctoral theses: An appraisal analysis. Linguistics and Education, 31, 130-144.
Lovat, T. & Fleming, D. (2014). What is this thing called theology? Considering the spiritual in the public square. Sydney: David Barlow Publishing.
Lovat, T. & Clement, N. (2014). So who has the values? Challenges for faith-based schools in an era of values pedagogy. In J. Chapman, S. McNamara, M. Reiss & Y. Waghid (Eds.), International handbook of learning, teaching and leading in faith-based schools (pp. 567-582). Dordrecht, NL: Springer.
Lovat, T. & Fleming, D. (2015). Creativity as central to critical reasoning and the facilitative role of moral education: Evidence from neuroscience. Creative Education, 6(11), 1097-1107.
Fleming, D. & Lovat, T. (2015). Learning as leaving home: Fear, empathy and hospitality in the theology classroom. Teaching Theology and Religion, 18(3), 207-223.
Fleming, D., Lovat, T. & Douglas, B. (2015). Theology in the public square of Australian higher education. Journal of Adult Theological Education, 12(1), 30-42.
Fleming, D. & Lovat, T. (2014). When encounters between religious worldviews are a threat: Applying Triune Ethics Theory in a religiously diverse landscape. Journal of Moral Education, 43(3), 377-393.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Mudge, P., Fleming, D. & Lovat, T. (2014). The potential impact of the neurosciences on religious and spiritual education: Ramifying from the impact on values education. Journal of Beliefs and Values, 35(2), 144-154.
Rayson, D. & Lovat, T. (2014). Lord of the (warming) world: Bonhoeffer’s eco-theological ethic and the Gandhi factor. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 2(1), 57-74.
Walker, P., Lovat, T., Saul, P. & Leitch, P. (2014). The moral philosophical challenges posed by fully implantable permanent pacemakers. Ethics and Medicine: An International Journal of Bioethics, 30(3), 157-165.
Walker, P. & Lovat, T. (2014). Concepts of personhood and autonomy as they apply to end-of-life decisions in intensive care. Medicine, Healthcare and Philosophy, 17 DOI. 10.1007/s11019-014-9604-7.
Lovat, T. & Fleming, D. (2013) Us and them’: Thinking beyond the security ethic. Religionspädagogische Beiträge, 69, 105-114.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Australian Muslim jobseekers, EEO and equity in the labour market. Journal of Muslim Minority Affairs, 33(3), 435-450.
Lovat, T., Nilan, P, Hosseini, H., Samarayi, I., Mansfield, M. & Alexander, W. (2013). Discrimination in the Labor Market: Exposing Employment Barriers among Muslim Jobseekers in Australia. Issues in Social Science, 1(1), 53-73.
Lovat, T. & Hawkes, N. (2013). Values education: A pedagogical imperative for student wellbeing. Educational Research International, 2(2), 1-6. l
Fleming, D. & Lovat, T. (2013). ‘Self-other’ or ‘other-self-other’? A conversation between Bonhoeffer and Levinas on vulnerability. The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies, 1(1), 133-149.
Holbrook, A., Bourke, S., Fairbairn, H. & Lovat, T. (2014). The focus and substance of formative comment provided by PhD examiners. Studies in Higher Education, 39(60), 983-1000.
Lovat, T. (2013). Jurgen Habermas: Education’s reluctant hero. In M. Murphy (Ed.), Social theory and educational research: Understanding Foucault, Habermas, Derrida and Bourdieu (pp. 69-83). London: Routledge.
Lovat, T. (2013). Values education programs. In J. Hattie & E. Anderman (Eds.), International guide to student achievement (pp. 279-281). New York: Routledge.
Lovat, T. (2013). Practical mysticism, self-knowing and moral motivation. In K. Heinrichs, F. Oser & T. Lovat (Eds.), Handbook of moral motivation: Theories, models, applications (pp. 249-263). Rotterdam: Sense Publishers.
Lovat, T. (2013). Sibling rivalry between Islam and the West: The problem lies within. In J. Arthur & T. Lovat (Eds.), The Routledge international handbook of education, religion and values (pp. 337-349). London: Routledge.
Lovat, T. (2013). Christian meditation: Window to Christianity’s soul. In K. Acharya, M. Iturbe & L. Namjoshi (Eds.), Meditation: Oriental and occidental (pp. 469-489). Mumbai: Somaiya Publications.
Lovat, T., Holbrook, A., & Bourke, S. (2013). Ways of knowing in doctoral examination. In M. Murphy (Ed.) Social theory and education research. Four-Volume Set, Library of Educational Thought & Practice Series, Sage Publications, UK, ISBN 9781446253120.
Lovat, T., Samarayi, I. & Green, B. (2013). Recovering the voice of women in Islam: Lessons for educators and others. In Z. Gross, L. Davies & K. Diab. (Eds.), Gender, religion and education in a chaotic postmodern world (pp. 173-184).Dordrecht, Netherlands: Springer. (see chapter 11)
Arthur, J. & Lovat, T. (2013). (Eds.), The Routledge international handbook of education, religion and values. London: Routledge.
Heinrichs, K., Oser, F. & Lovat, T. (2013). (Eds.), Handbook of moral motivation: Theories, models, applications. Rotterdam: Sense Publishers.
Nilan, P., Samarayi. I., Mansfield, M. & Lovat, T. (2013). Female Muslim jobseekers in Australia: Liminality, obstacles and resilience. International Journal of Asian Social Science,2(5), 682-692.
Lovat, T. (2012). Service learning in the Australian values education program. In T. Murphy & J. Tan (Ed.), Service learning and educating in challenging contexts: International perspectives (pp. 199-215). London: Continuum.
Lovat, T. (2012). Dietrich Bonhoeffer: Interfaith theologian and practical mystic. Pacifica: Australasian Theological Studies, 25(2), 176-188.
Lovat, T., Mitchell, B, Nilan, P., Hosseini, H., Cook, B., Samarayi, I. & Mansfield, M. (2012). The Job Readiness of Muslim Jobseekers and the Relative Effectiveness of Employment Support Services in Australia. Report for the Australian Government Department of Immigration and Citizenship (DIAC).
Lovat, T. (Ed.), (2012). Women in Islam: Reflections on historical and contemporary research. Dordrecht, Netherlands: Springer.
Van der Zee, T. & Lovat, T. (Eds.), (2012). New perspectives on religious and spiritual education. Munster: Waxmann.
Lovat, T. (2012). Values education. In J. Arthur & A. Peterson (Eds.), The Routledge companion to education. (pp. 380-388) London: Routledge.
Lovat, T. (2012). The ‘women’s movement’ in modern Islam: Reflections on the revival of Islam’s oldest issue. In T. Lovat (Ed.), Women in Islam: Reflections on historical and contemporary research (pp. 1-9). Dordrecht, Netherlands: Springer.
Lovat, T. (2012). Interfaith education and phenomenological method. In T. van der Zee & T. Lovat (Eds.), New perspectives on religious and spiritual education (pp. 87-100). Munster: Waxmann.
Clement, N. & Lovat, T. (2012). Neuroscience and education: Issues and challenges for curriculum. Curriculum Inquiry, 42,534-557.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and student achievement: Contemporary research evidence. Dordrecht, Netherlands: Springer
Lovat, T. (2011). Values education and holistic learning: Updated research perspectives. International Journal of Educational Research, 50, 148-152.
Lovat, T., Clement, N., Dally, K. & Toomey, R. (2011). The impact of values education on school ambience and academic diligence. International Journal of Educational Research, 50, 166-171.
Lovat, T., Dally, K., Clement, N. & Toomey, R. (2011). Values pedagogy and teacher education: Re-conceiving the foundations. Australian Journal of Teacher Education, 36, 30-44.
Semetsky, I. & Lovat, T. (2011).Bringing Deleuze’s philosophy into discourse on values education and quality teaching: An Australian model. Policy Futures in Education, 9, 485-493.
Lovat, T. (2010). Synergies and balance between values education and quality teaching. Educational Philosophy and Theory, 42, 489-500.
Lovat, T. (2010). Improving relations with Islam through religious and values education. In K. Engebretson, M. de Souza, G. Durka & L. Gearon (Eds.), International handbook of inter-religious education. (pp. 695-708) New York: Springer.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Addressing issues of religious difference through values education: An Islam instance. Cambridge Journal of Education, 40, 213-227.
Lovat, T., Clement, N., Dally, K., & Toomey, R. (2010). Values education as holistic development for all sectors: Researching for effective pedagogy. Oxford Review of Education, 36, 1-17.
Lovat, T., Toomey, R., & Clement, N. (Eds.), (2010). International research handbook on values education and student wellbeing. Dordrecht, Netherlands: Springer.
Lovat, T. (2009). What is this thing called religious education? (third edition) Sydney: David Barlow. [earlier editions 1989, 2002]
Lovat, T. & Toomey, R. (Eds.), (2009). Values education and quality teaching: The double helix effect. Dordrecht, Netherlands: Springer.
Lovat, T. & Smith, D. (2003). Curriculum: Action on reflection. (4th ed.). Melbourne: Thomson. [earlier editions, 1990, 1991, 1995]
Smith, D. & Lovat, T. (1996). Laroplaner didaktik undervisning. (Translated L. Berg) Goteborg, Sweden: Forlagshuset Gothia.

 

Member of the Philosophy, Religion and Education Forum, with particular interest in Doctoral Studies, Values Education and Islam, offering occasional seminars, DPhil supervision and support and research collaboration.

Terence retired in early 2011 from his position as Pro Vice-Chancellor (Education and Arts) and Executive Committee Member at The University of Newcastle, Australia, a position he had held for ten years, preceded by nine years as Head of School and Dean of Education.

He is now Professor Emeritus at Newcastle, and Honorary Professor at Glasgow University, UK, and Royal Roads University, Canada.

During his time as an academic administrator, Terence held national positions as President of the Australian Council of Deans of Education, President of the NSW Teacher Education Council, executive member of the Deans of Arts, Social Sciences and Humanities of Australasia and inaugural board member of the Carrick Institute for Learning and Teaching in Higher Education. He was also involved in several federal reviews and has continued to perform these kinds of roles for government.

Terence has been associated with the University of Oxford as a visiting professor in other areas since 2001, and since 2011, as Honorary Research Fellow in Education, where he is a member of the Religion, Philosophy and Education Forum. He continues to be associated with Theology and some of its affiliated centres and institutes, especially through his research on Islam.

Research

Terence has managed funded and unfunded research in areas including values education, interfaith religious education, curriculum studies, Islam, and studies of the doctorate. He was chief investigator of several projects that ran through the Australian Values Education Program, a federally funded program from 2004-2010. He has also been engaged in several national projects concerning Islam and its interface with other religious traditions, Western culture, and modern education. He has supervised over 40 successful doctorates and examined over 80 doctoral dissertations, including as extern on overseas viva panels. He has served as editor-in-chief of several academic journals and continues to serve on the editorial and international advisory boards of more than twenty journals.

Select publications

Lovat, T. (2023).