third criticism of the world religions paradigm is that it encourages an uncritical and sui generis model of 'religion'. It presents each of the 'world religions' in an abstracted and essentialised form, failing to take account of hybridization. For instance, in teaching about Christianity it does not refer to reincarnation, because this is not typically regarded as a Christian doctrine, and yet there are Christians who profess a belief in reincarnation. A fourth criticism is that in choosing to focus attention on the "major" religions, it makes a value judgement as to what constitutes "major" and what does not. Paradigm in pedagogy Many scholars of religion have resisted efforts to challenge the paradigm, and as of 2016 was reported as still being widespread in university introductory courses to the study of religion. Many instructors feel that explaining the critique of the world religions paradigm to undergraduate students would be difficult, as the critique would be too complex for many of them to understand. Its continued use has also been defended by the claim that it is what undergraduate students expect and that it mirrors what they will have been taught at school. Some scholars have argued for the rejection of the world religions paradigm altogether; Cotter and Robertson presented the argument that "the continued uncritical use of the WRP fosters a breeding ground for relativistic navel-gazing which has no place in the contemporary research university". Owen was of the view that "as long as it continues to employ the World Religions paradigm as a default approach (even after deconstructing it), religious studies will fail in its humanistic task" because it will simply be engaging in "knowledge transfer" and not "critically engaging" with "culture and knowledge". One alternative framework that some scholars use to teach about religion is the "lived religion" paradigm, which places emphasis not on distinct religious traditions but on individual experiences and practices. Another alternative is the "material religion" framework which focuses on examining religion through material culture and physical objects. Owen noted that, in her experience, many students display an "initial resistance to alternatives" as they are expecting the world religions paradigm. She cited the example of her introductory course at Leeds Trinity University College, which was constructed on thematic lines rather than according to the world religions paradigm, and which induced feelings of panic among many undergraduates. Many scholars who are critical of the world religions