International Handbook of the Religious, Moral and Spiritual Dimensions in Education

ISBN-13: 9781402048036 / Angielski / Twarda / 2007 / 557 str.

Marian De Souza; Kathleen Engebretson; Gloria Durka

Opis

In today s complex and plural world, there has been, particularly in western cultures, an identifiable change in peoples relationships with religious traditions. Some of these changes have also permeated non-western cultural traditions as they have been exposed to and influenced by television and other media that is dominated by western life styles and contexts. A corresponding movement is a vital resurgence of interest in human spirituality. Traditionally, spirituality has resided and been contained within religious frameworks but while the links between the two areas are still acknowledged by many in the contemporary world, spirituality is perceived by some as an aspect of human life that is distinct from religion. Consequently, many are searching for meaning within and without religious traditions today and seeking answers to ethical and moral questions that have been generated by the knowledge and technological explosion. One outcome is the renewed interest in the religious, spiritual and moral dimensions of education throughout the life cycle. This International Handbook presents the research and professional practice of scholars who are daily engaged in the consideration of these dimensions in education. The result is a collection of essays which reflects the discipline, in all of its internationality, as it as today. Embedded within the chapters is also an agenda for the future, where the religious, moral and spiritual dimensions in education are proposed as an exciting and challenging way forward for educators at all levels in society. As well, it offers a vision for the emergence of a peaceful and just world."

Recenzje

From the reviews:

"At 1,408 pages across two volumes this is a major international work. It is divided into part 1 (the first volume) and part 2 (the second volume). [...] Part 1 has sections on philosophical and theoretical discourses, religious education and debates about plurality and culture, and conversations about religious education. Part 2 has sections on educational policy, the religious, moral and spiritual dimensions of education, and pedagogical implications. The broad range of international contributors is impressive. The character of the book is such that it constitutes a broad variety of approaches to the subject. In this respect it is a stimulus to debate. [...] Particularly welcome in this publication are writers from countries other than those well represented (traditionally the English-speaking countries and northern Europe), and those writers occupying differing religious and non-religious perspectives. [...] It is clear that future international collections need to seek out further studies from other educational systems but, also, that those systems need to be invigorated by these contributions. [...] What becomes apparent, in a survey of these different contributions, is the political nature of religion in education that unites or divides the connections between policy, philosophy and pedagogy. [...] It is clear that religious education has a contribution to make toward broader educational, cultural and social aims, but this is not always recognised and religion itself, in differing international contexts or indeed globally, can often be part of the problem, rather than helping provide the solution. In turn this tells us a lot about the differing forms religion can and does take in influencing educational policy and pedagogy. However, despite the differences in approach in the contributions to this book, [...] there is a real energy at work across religious, national and cultural divides. [...] These volumes provide a sound contribution toward such a debate." - Clive Erricker, University of Winchester in International Journal of Children's Spirituality, 13:2 (May 2008)

Spis treści

Section 1. Introduction To Section One: Philosophical/Theoretical Discourses On The Religious, Moral And Spiritual Dimensions Of Education; G. Durka.-
Section 2. Introduction To Section Two: Religious Education And Debates About Plurality And Culture; R. Jackson. Plurality And Pluralism In Religious Education; G. Skeie. Plural Selves And Living Traditions: A Hermeneutical View On Identity And Diversity, Tradition And Historicity; W. Meijer. Critical Realism As A Tool For The Interpretation Of Cultural Diversity In Liberal Religious Education; A.Wright. The Future Of Religious Education In The Context Of Postmodernity; P. Hughes. Religious Education And Citizenship In Postmodern Societies; F. Ouellet. Human Rights And Religious Education: Some Postcolonial Perspectives; L. Gearon. Ethnography, Religion And Intercultural Education; E. Nesbitt. Understanding Religious Diversity In A Plural World: The Interpretive Approach; R. Jackson. Dynamics Of Religious Culture: Ethnogenic Method; M.E. Mullino Moore. Religion Education In South Africa; D. Chidester. Religious Education Culture In Modern Turkey; R. Kaymakcan. Defining And Promoting The Study Of Religion In British And American Schools; B. Grelle. Teaching About Religion In The French Education System; M. Estivalezes. Religious Education Concerns Among Hindu And Hindu-Inspired Communities In Australia; T.J. Lovat. Islamic Nurture And Identity Management: The Lifeworld Of Muslim Children And Young People In Norway; S. Østberg. Handing On Religious Values To Young Orthodox People In A Western, Secularised Society; R. Rymarz. The Treaty Of Waitangi: Implications For Christian Theological Education In Aotearoa New Zealand; T.J.Wright.-
Section 3. Introduction To Section Three: Conversations About Religious Education; K. Engebretson. Philosophical Approaches To The Teaching Of Religion In Schools; W. Kay. Religious Education In Europe: Comparative Approach, Institutions, Theories, Research; K.E. Nipkow. Religion, Violence And Religious Education; J.M. Hull. Catholic Church Documents On Religious Education; G.P. Fleming. Functional Democracy And The Development Of Doctrine: A Participative Approach To Religious Education; G. English. The Essence Of Education Is Religious; A. Hunt. Phenomenology And Religious Education Theory; K. Engebretson. Learning About And Learning From Religion. The Pedagogical Theory Of Michael Grimmitt; K. Engebretson. The Spiritual And Moral Dimension To The School Curriculum: A Perspective On Across-The-Curriculum Studies; G. Rossiter. Religious Education And Spiritual Development: Pedagogical Insufficiency And Possibility; C. Erricker. To Know Before Whom You Stand: A Philosophy For A Spiritual And Moral Liberal Jewish Education For The 21st Century; S.H. Blumberg. Changing Learning Paradigms In The Religious Education Classroom; P. Malone. Textbooks In Religious Education; M.T. Buchanan. A Shared Praxis Approach To Religious Education; T.H. Groome. Leadership In Religious Education: A Critique From The Australian Perspective; L. Crotty. An Educator’s Faith; M. Chater. Dimensions Of Adult Religious Education; A.J. Kelly. Chaplaincy In University: A Need Not An Option; J. Clifford.-
Section 4. Introduction To Section Four: Educational Policy And The Religious, Spiritual And Moral Dimensions Of Education; A. McGrady. The Religious, Moral And Spiritual Dimensions Of Education: National, Regional And International Constitutional And Legal Frameworks; P. Schreiner. Journeying Towards The ‘Other’: A Challenge For Religious, Spiritual And Moral Education; E. Cassidy. The Aesthetic Revelation Of The World As Education’s Main Concern; W. Meijer. The Spiritual And Related Dimensions Of Education: A Philosophical Exploration; K. Williams. Expanding The Theological Imagination In The Service Of Inter Faith Dialogue: Impulses From Vatican Ii; D. Lane. Religious Education: An Analysis Of The Perspectives Of World Religions; J. McCann. Faith Schools: A Culture Within A Culture In A Changing World; J. Sullivan. Religious Education In The Public Space: Challenges And Contestations; A. Looney. Educating For Religious Citizenship: Religious Education As Identity Formation; S. Miedema. Religious Education, Citizenship And Human Rights: Perspectives From The United Nations And The Council Of Europe; A. McGrady. The Role Of The School In Promoting Inter-Religious And Inter-Cultural Dialogue; S. Cullen. Agreed Syllabuses: Their History And Development In England And Wales, 1944–2004; J. Priestley. Evaluating The Impact Of A State Religious Education Syllabus For The Religious Education Teacher And The School Chaplain; P. King & J. Norman. Religious And Education Policy In France; K. Williams. Religious Education In Contemporary Japan; D. Filus. The School In Partnership: Co-Operation With Parents And The Local Community In Providing For Religious, Moral And Spiritual Growth; M. Petersen. Religious Education, Gender And Equality; C. Renehan.-
Section 5. Introduction To Section Five: The Religious, Moral And Spiritual Dimension In Education: Pedagogical Implications; M. De Souza. Adapting To The Requirements Of The Individual In The R.E. Classroom; A. Gellel. Spirituality And Identity Within/Without Religion; D.G. Scott. Rediscovering The Spiritual Dimension In Education: Promoting A Sense Of Self And Place, Meaning And Purpose In Learning; M. De Souza. A Qur'anic Approach To The Concept Of 'Living Together’: Ta’aruf; M. Selçuk. Transforming Self And Subject: Toward An Integrative Spiritual Pedagogy; T. Hart. Should Teachers Adopt Differential Strategies For Young Boys And Girls In Relation To Spiritual Development? T. Eaude. Nurturing The Spirit In Primary Religious Education Classrooms; B. Hyde. Mary In Religious Education: Theological Foundations And Educational Frameworks; S. Carroll. Education In Prayer—Recommendations From Research; V. Mountain. The Role Of Literature In Children’s Spiritual Development; A.M. Trousdale. Approaching The Teaching Of Religious Education Through The Creative Arts; P. Goldburg. The Images Of God Of Middle Secondary School Adolescents: Implications For Religious Education; V. Duffy. Towards Establishing A Wisdom Dimension In Education Through Poetry: An Exploration Of Some Of Thomas Merton’s Ideas; R. Keating. Building Bridges And Right Relations: A Study In Fostering Spiritual, Moral And Social Growth Through Groupwork Skills With Young Children; C. Ota & L. Berdondini. Innovative Facilitation Strategies For Religion Education; C. Roux. Engaging Children In Spiritual Discovery In A Multi-Faith Approach; J. Erricker. Creative And Spiritual Education In The Human Development Process; Maria & Helena. Soulful Learning: A Vital Component Of Curriculum Development; M. Nuttall. Teaching Scripture In Religious Education; S.A. Liddy. The Theatre Of Learning: Developing Spirituality Through Experiential And Active Techniques Which Also Promote Academic Achievement In Religious Education; S. Phillips.-
Index.

Blurb

In today’s complex and plural world, there has been, particularly in western cultures, an identifiable change in peoples’ relationships with religious traditions. Some of these changes have also permeated non-western cultural traditions as they have been exposed to and influenced by television and other media that is dominated by western life styles and contexts. A corresponding movement is a vital resurgence of interest in human spirituality. Traditionally, spirituality has resided and been contained within religious frameworks but while the links between the two areas are still acknowledged by many in the contemporary world, spirituality is perceived by some as an aspect of human life that is distinct from religion. Consequently, many are searching for meaning within and without religious traditions today and seeking answers to ethical and moral questions that have been generated by the knowledge and technological explosion. One outcome is the renewed interest in the religious, spiritual and moral dimensions of education throughout the life cycle.

This International Handbook presents the research and professional practice of scholars who are daily engaged in the consideration of these dimensions in education. The result is a collection of essays which reflects the discipline, in all of its internationality, as it is today. Embedded within the chapters is also an agenda for the future, where the religious, moral and spiritual dimensions in education are proposed as an exciting and challenging way forward for educators at all levels in society. As well, it offers a vision for the emergence of a peaceful and just world.