ABSTRACT
The ideas laid out offer starting points for understanding, to begin to build protection against harmful genericist approaches, to structure discussion with subject leaders, and to point towards avenues to develop the curriculum thinking and participation within departments. It is common, when discussing the subjects, to proceed in something like the following order: English, Mathematics, Science, History, Geography and so on, down some perceived hierarchy or list of importance or core-ness. However, as the people seen, the makeup of the strands that give the subject its interdisciplinary nature is contested, and indeed the way these strands structure substantive knowledge is itself the subject of debate. The knowledge in religious studies is densely linked, with areas across religions and across the disciplinary strands having causal and comparative relations. It is not highly necessary in its manthanology however, and sequencing typically can follow many diverse routes, each collectively sufficient.
