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Education: An Introductory Reader (Foundations Of Waldorf Education Ser. #Vol. 12)
by Rudolf SteinerA social basis for education; The spirit of the Waldorf school; Educational methods based on anthroposophy; The child at play; Teaching from a foundation of spiritual insight and education in the light of spiritual science; The adolescent after the fourteenth year; Science, art, religion and morality; The spiritual grounds of education; The role of caring in education; The roots of education and the kingdom of childhood; Address at a parents' evening; Education in the wider social context.
Education about Religions and Worldviews: Promoting Intercultural and Interreligious Understanding in Secular Societies
by Anna Halafoff, Elisabeth Arweck and Donald L. BoisvertThis volume presents the findings of a number of empirical and theoretical studies on education about religions and worldviews (ERW) conducted in the Western societies of Britain, Ireland, Canada, Norway, Finland, New Zealand, Australia and Canada. Educational programmes about diverse religions and worldviews began to be investigated and implemented as strategies to encourage interreligious understanding and social cohesion, particularly following the 2005 London bombings when a fear of youth radicalisation and home-grown terrorism became prevalent. In addition, as a growing number of people in Western societies, and young people especially, declare themselves to have no religious affiliation, state actors are currently grappling with the reality that we are living in increasingly multifaith and non-religious societies and government education systems have become places of contestation as a result of these changes. This volume examines ERW research and policies in a number of diverse places in the hope of identifying common themes, overlapping insights and best practices that can inform research and policy for religious literacy and interreligious understanding in other contexts. This book was originally published as a special issue of the Journal of Intercultural Studies.
Education about Religions and Worldviews: Promoting Intercultural and Interreligious Understanding in Secular Societies
by Anna Halafoff Elisabeth Arweck Donald BoisvertThis volume presents the findings of a number of empirical and theoretical studies on education about religions and worldviews (ERW) conducted in the Western societies of Britain, Ireland, Canada, Norway, Finland, New Zealand, Australia and Canada. Educational programmes about diverse religions and worldviews began to be investigated and implemented as strategies to encourage interreligious understanding and social cohesion, particularly following the 2005 London bombings when a fear of youth radicalisation and home-grown terrorism became prevalent. In addition, as a growing number of people in Western societies, and young people especially, declare themselves to have no religious affiliation, state actors are currently grappling with the reality that we are living in increasingly multifaith and non-religious societies and government education systems have become places of contestation as a result of these changes. This volume examines ERW research and policies in a number of diverse places in the hope of identifying common themes, overlapping insights and best practices that can inform research and policy for religious literacy and interreligious understanding in other contexts. This book was originally published as a special issue of the Journal of Intercultural Studies.
Education and Religion in Late Antique Christianity: Reflections, social contexts and genres
by Peter Van Nuffelen Lieve Van Hoof Peter GemeinhardtThis book studies the complex attitude of late ancient Christians towards classical education. In recent years, the different theoretical positions that can be found among the Church Fathers have received particular attention: their statements ranged from enthusiastic assimilation to outright rejection, the latter sometimes masking implicit adoption. Shifting attention away from such explicit statements, this volume focuses on a series of lesser-known texts in order to study the impact of specific literary and social contexts on late ancient educational views and practices. By moving attention from statements to strategies this volume wishes to enrich our understanding of the creative engagement with classical ideals of education. The multi-faceted approach adopted here illuminates the close connection between specific educational purposes on the one hand, and the possibilities and limitations offered by specific genres and contexts on the other. Instead of seeing attitudes towards education in late antique texts as applications of theoretical positions, it reads them as complex negotiations between authorial intent, the limitations of genre, and the context of performance.
Education and Religion in Late Antique Christianity: Reflections, social contexts and genres (Studies In Education And Religion In Ancient And Pre-modern History In The Mediterranean And Its Environs Ser. #3)
by Peter Van Nuffelen Lieve Van Hoof Peter GemeinhardtThis book studies the complex attitude of late ancient Christians towards classical education. In recent years, the different theoretical positions that can be found among the Church Fathers have received particular attention: their statements ranged from enthusiastic assimilation to outright rejection, the latter sometimes masking implicit adoption. Shifting attention away from such explicit statements, this volume focuses on a series of lesser-known texts in order to study the impact of specific literary and social contexts on late ancient educational views and practices. By moving attention from statements to strategies this volume wishes to enrich our understanding of the creative engagement with classical ideals of education. The multi-faceted approach adopted here illuminates the close connection between specific educational purposes on the one hand, and the possibilities and limitations offered by specific genres and contexts on the other. Instead of seeing attitudes towards education in late antique texts as applications of theoretical positions, it reads them as complex negotiations between authorial intent, the limitations of genre, and the context of performance.
Education in a Catholic Perspective
by John SullivanA distance is opening up between Catholic education and the rich intellectual heritage of the Catholic Church. Education in a Catholic Perspective explores Catholic philosophical and theological foundations for both education per se and for Catholic education in particular. With contributions spanning the theological foundations of Catholic education, the interplay of theology and education, and discussions of the social and missional dimensions of education, this book will be of considerable interest to educators and students of Catholic education, to academics in the fields of applied theology and philosophy and to those with an interest in the foundations of education.
Education in a Catholic Perspective
by John SullivanA distance is opening up between Catholic education and the rich intellectual heritage of the Catholic Church. Education in a Catholic Perspective explores Catholic philosophical and theological foundations for both education per se and for Catholic education in particular. With contributions spanning the theological foundations of Catholic education, the interplay of theology and education, and discussions of the social and missional dimensions of education, this book will be of considerable interest to educators and students of Catholic education, to academics in the fields of applied theology and philosophy and to those with an interest in the foundations of education.
Education in Post-Conflict Transition: The Politicization of Religion in School Textbooks
by Gorana Ognjenović Jasna JozelićThis book offers vivid insights into policies of religious education in schools since the series of wars in former Yugoslavia in the 1990's. It traces the segregation among members of different ethnic groups in Slovenia, Bosnia-Herzegovina, Croatia, and Serbia, which has never been greater or more systematic. It aims to be a necessary step in understanding the origins of this systematic segregation and how it is reproduced in educational practice, asserting that the politicization of religion in the school textbooks is one of the motors responsible for the ongoing ethnic segregation. It also deals with complex aspects of this issue, such as the general situation of religion in the different countries, the social position of churches, the issues of gender, the reconciliation after the Yugoslav Wars, and the integration of the EU.
Education in Post-Conflict Transition: The Politicization of Religion in School Textbooks
by Gorana Ognjenović Jasna JozelićThis book offers vivid insights into policies of religious education in schools since the series of wars in former Yugoslavia in the 1990's. It traces the segregation among members of different ethnic groups in Slovenia, Bosnia-Herzegovina, Croatia, and Serbia, which has never been greater or more systematic. It aims to be a necessary step in understanding the origins of this systematic segregation and how it is reproduced in educational practice, asserting that the politicization of religion in the school textbooks is one of the motors responsible for the ongoing ethnic segregation. It also deals with complex aspects of this issue, such as the general situation of religion in the different countries, the social position of churches, the issues of gender, the reconciliation after the Yugoslav Wars, and the integration of the EU.
The Education of Catholic Americans
by Andrew M. GreeleyFirst Published in 2017. Routledge is an imprint of Taylor & Francis, an Informa company.
The Education of Catholic Americans
by Andrew M. GreeleyFirst Published in 2017. Routledge is an imprint of Taylor & Francis, an Informa company.
Education, Poverty and Gender: Schooling Muslim Girls in India
by Latika GuptaThis book investigates the nature of identity formation among economically backward adolescent Muslim girls in northern India by focusing on the interstitial spaces of the ‘home’ and ‘school’. It examines issues of religion, patriarchy and education, to interrogate the relationship between pedagogy and religion in South Asia. Using a multi-disciplinary approach and multiple research methods, the volume makes significant contribution to the study of socialisation and modern education among minorities and other marginalised groups in India. It will be of interest to scholars of education, culture and gender studies, sociology, psychology, Islamic studies, and to policy-makers and non-government organisations involved in education.
Education, Poverty and Gender: Schooling Muslim Girls in India
by Latika GuptaThis book investigates the nature of identity formation among economically backward adolescent Muslim girls in northern India by focusing on the interstitial spaces of the ‘home’ and ‘school’. It examines issues of religion, patriarchy and education, to interrogate the relationship between pedagogy and religion in South Asia. Using a multi-disciplinary approach and multiple research methods, the volume makes significant contribution to the study of socialisation and modern education among minorities and other marginalised groups in India. It will be of interest to scholars of education, culture and gender studies, sociology, psychology, Islamic studies, and to policy-makers and non-government organisations involved in education.
Education, Religion, and Ethics – A Scholarly Collection
by Dianne RaysonThis collection draws on research in educational areas displaying best practice pedagogy, theoretical and practical, underpinned by philosophy, empirical science, and neuroscience, among other disciplines. It focusses especially on implications for higher education, school education, professional ethics, and religion. Higher education exploration is on the diminution of the humanities and implications for the range of knowledge needed for future citizenship. The work includes a revisioning of higher education’s purpose, especially the changing role of the doctorate and its examination. The focus on school education takes the same pedagogical lens to humanities and social sciences, examining values education and religious studies. Ethical issues include colonisation and decolonisation, especially around the concept of land and ramifications for intercultural studies. The ethics and practice of teaching about life and death issues in medical education are explored in light of research in dialogic consensus. The religion section includes research on interfaith education, especially concerning Islam, and eco-theological education, especially focussed on climate change. Contributors are academic colleagues or former doctoral students of Terence J. Lovat (University Professor, Australia, UK, and Canada) whose internationally acclaimed research straddles these areas. Many of the contributors hold positions of influence in the academic or professional world, while others bring their newly minted doctoral research to the content.The intended readership includes academics and doctoral students across education, ethics, religion, social studies, ecology, health and medicine, indigenous studies, and international affairs.This collection, published in honour of Emeritus Professor Terence Lovat, provides rich insights into the scope and multidisciplinary depth of his scholarship. A philosopher of education whose main work has centred on curriculum theory and values education and ethics in education, Lovat’s scholarship reminds us that the education of children and young people must be concerned with more than academic attainment. In emphasising education as a holistic and moral endeavour—one involving hearts and minds—Lovat has consistently advocated for the provision of opportunities for young people to extend their horizons beyond the school environment to engage with issues in society that go beyond academic learning. Professor Lovat has also made a major and longstanding contribution to the development of Studies of Religion in schools and to the theology and history of Islam and Islamic Education. In traversing Lovat’s significant and remarkable contributions to education, religion and ethics, and the links between them, this book serves as a testament to a highly esteemed scholar.Associate Professor Deborah Henderson, Queensland University of Technology, Australia
Education, Work and Catholic Life: Stories of Three Generations of Australian Mothers and Daughters
by Anne KearyThis book reports on innovative interdisciplinary research in the field of cultural studies. The study spans the early twentieth to twenty-first centuries and fills a gap in our understanding of how girls’ and women’s religious identity is shaped by maternal and institutional relations. The unique research focuses on the stories of thirteen groups of Australian mothers and daughters, including the maternal genealogy of the editor of the book. Extended conversations conducted twenty years apart provide a situated approach to locating the everyday practices of women, while the oral storytelling presents a rich portrayal of how these girls and women view themselves and their relationship as mothers and daughters. The book introduces the key themes of education, work and life transitions as they intersect with generational change and continuity, gender and religion, and the non-linear transitional stories are told across the life-course examining how Catholic pasts shaped, and continue to shape, the participants’ lives. Adopting a multi-methodological approach to research drawing on photographs, memorabilia passed among mothers and daughters, journal entries and letters, it describes how women’s lives are lived in different spaces and negotiated through diverse material and symbolic dimensions.
Educational Journeys, Struggles and Ethnic Identity
by Xinyi WuThis book examines how state schooling in China has economically, culturally, and ideologically had an impact on and gradually transformed a traditional Muslim Hui village in rural Northwestern China. By discussing the interpretation and appropriation of dominant educational discourse of "quality" in the rural context, it illustrates the dichotomies of poverty and prosperity, civility and uncivility, and religiosity and secularity as they are perceived and understood by teachers, parents and students. Based on an original ethnographic research conducted in a secondary school, it further touches upon Muslim Hui students' negotiations of filial, rural, and ethnoreligious identities when they struggle to seek a life of their own in the journey to prosperity. The book introduces audiences to multiple ways in which Muslim Hui students construct and negotiate identities through state schooling, especially the educational heterogeneity experienced by various Muslim youth. It also captures the changing rural-urban dynamic as state schooling continues to guide local formal educational activities as well as create tensions and confusions for both teachers and parents. Most importantly, the book challenges stereotypes about Muslim Hui students in Northwest China being assimilated into the mainstream culture by demonstrating how local Muslims live, study, pray, and fulfil the five pillars of Islam. It will be highly relevant to students and researchers in the fields of education, anthropology, sociology, and religious studies.
Educational Journeys, Struggles and Ethnic Identity: The Impact of State Schooling on Muslim Hui in Rural China (PDF)
by Xinyi WuThis book examines how state schooling in China has economically, culturally, and ideologically had an impact on and gradually transformed a traditional Muslim Hui village in rural Northwestern China. By discussing the interpretation and appropriation of dominant educational discourse of “quality” in the rural context, it illustrates the dichotomies of poverty and prosperity, civility and uncivility, and religiosity and secularity as they are perceived and understood by teachers, parents and students. Based on an original ethnographic research conducted in a secondary school, it further touches upon Muslim Hui students’ negotiations of filial, rural, and ethnoreligious identities when they struggle to seek a life of their own in the journey to prosperity. The book introduces audiences to multiple ways in which Muslim Hui students construct and negotiate identities through state schooling, especially the educational heterogeneity experienced by various Muslim youth. It also captures the changing rural-urban dynamic as state schooling continues to guide local formal educational activities as well as create tensions and confusions for both teachers and parents. Most importantly, the book challenges stereotypes about Muslim Hui students in Northwest China being assimilated into the mainstream culture by demonstrating how local Muslims live, study, pray, and fulfil the five pillars of Islam. It will be highly relevant to students and researchers in the fields of education, anthropology, sociology, and religious studies.
Educational Theatre for Women in Post-World War II Italy: A Stage of Their Own
by Daniela CavallaroThis book explores an important moment in Italian women’s theatre and cultural history: plays written for all-women casts between 1946 and the mid-1960s, authored for the most part by women and performed exclusively by women. Because they featured only female roles, they concentrated on aspects of specifically women’s experience, be it their spirituality, their future lives as wives and mothers, their present lives as workers or students, or their relationships with friends, sisters and mothers. Most often performed in a Catholic environment, they were meant to both entertain and educate, reflecting the specific issues that both performers and spectators had to confront in the years between the end of the war and the beginning of the economic miracle.Drawing on material never before researched, Educational Theatre for Women in Post-World War II Italy: A Stage of Their Own recovers the life and works of forgotten women playwrights while also discussing the role models that educational theatre offered to the young Italian women coming of age in the post-war years.
Eduqas GCSE (WJEC Religious Education)
by Steve Clarke Joy White Amanda Ridley Ed Pawson Chris OwensBring out the best in every student; enable them to develop in-depth subject knowledge with this accessible and engaging Student Book, created by subject specialists and covering the content your students need to know for the reformed specification in a single book.- Helps students of all abilities fulfil their potential and increase their understanding through clear, detailed explanations of the key content and concepts- Motivates students to build and cement their knowledge and skills using a range of imaginative, innovative activities that support learning and revision- Provides a variety of quotes from sources of authority that students can draw on to enhance their responses and extend their learning- Encourages students to make links between the world religions and philosophical and ethical issues so they develop a holistic view of religion in modern Britain- Prepares students for examination with a rich bank of exam-style questions, guidance on how to improve responses and student-friendly assessment criteria- Enables you to teach unfamiliar topics and systematic studies confidently with clear explanations of Christian, Buddhist, Hindu and Sikh beliefs and practices, verified by faith organisations
Eduqas GCSE (9-1) Religious Studies Route A Workbook
by Elena HasteBuild the confidence, knowledge and skills your students need to succeed in Eduqas GCSE Religious Studies Route A.This time-saving, write-in workbook can be used be flexibly for classwork or homework, throughout the course or for revision and exam practice.- Improve understanding through a range of activities that enable students to review, reinforce and apply their knowledge across each component of the course- Prepare for assessment with exam-style questions to help students practice and perfect their technique- Encourage independent study and progression with the answers available onlineThis workbook covers:- Component 1: Religious, Philosophical and Ethical Studies in the Modern World- Component 2: Study of Christianity- Component 3: Islam
Eduqas GCSE (9–1) Religious Studies: Route B Workbook
by Andrew DavisBuild the confidence, knowledge and skills your students need to succeed in Eduqas GCSE Religious Studies Route B.This time-saving, write-in workbook can be used be flexibly for classwork or homework, throughout the course or for revision and exam practice.- Improve understanding through a range of activities that enable students to review, reinforce and apply their knowledge across each component of the course- Prepare for assessment with exam-style questions to help students practice and perfect their technique- Encourage independent study and progression with the answers available onlineThis workbook covers:- Component 1: Foundational Catholic Theology- Component 2: Applied Catholic Theology- Component 3: Judaism
Eduqas GCSE Religious Studies (9-1): Route B Ebook Catholic Christianity With Judaism
by Laura Skinner-HoweThis book combines clear and comprehensive coverage of the Eduqas specification and features designed to help students develop essential exam skills. Authored by a team of experienced teachers and examiners, the book provides focused coverage of Catholic Christianity and Judaism. Essential content is covered in an accessible and easy to follow format, with commentaries to help explain and give context to sources of wisdom. 'Knowledge recall' and 'Evaluation practice'activities offer regular opportunity for students to retrieve and apply their knowledge. Dedicated skills practice pages packed with exam guidance, questions and exemplars show students how to structure and improve their answers. These include helpful hints and annotated responses to the (d)questions, to help students master key evaluation skills. With an introduction that talks students through what they can expect in their Eduqas exam paper, and supported by an ebook and digital resources on Kerboodle, this course offers a succinct, targeted and complete approach to confidently prepare students for their exams.
Edward and George Herbert in the European Republic of Letters (Seventeenth- and Eighteenth-Century Studies #18)
by Greg Miller and Anne-Marie Miller-BlaiseGeorge Herbert (1593-1633), the celebrated devotional poet, and his brother Lord Herbert of Cherbury (1583-1648), often described as the father of English deism, are rarely considered together. This collection explores connections between the full range of the brothers’ writings and activities, despite the apparent differences both in what they wrote and in how they lived their lives. More specifically, the volume demonstrates that despite these differences, each conceived of their extended republic of letters as militating against a violent and exclusive catholicity; theirs was a communion in which contention (or disputation) served to develop more dynamic forms of comprehensiveness. The literary, philosophical and musical production of the Herbert brothers appears here in its full European context, connected as they were with the Sidney clan and its investment in international Protestantism.The disciplinary boundaries between poetry, philosophy, politics and theology in modern universities are a stark contrast to the deep interconnectedness of these pursuits in the seventeenth century. Crossing disciplinary and territorial borders, contributors discuss a variety of texts and media, including poetry, musical practices, autobiography, letters, council literature, orations, philosophy, history and nascent religious anthropology, all serving as agents of the circulation and construction of transregionally inspired and collective responses to human conflict and violence. We see as never before the profound connections, face-to-face as well as textual, linking early modern British literary culture with the continent.
Edward and George Herbert in the European Republic of Letters (Seventeenth- and Eighteenth-Century Studies #18)
by Greg Miller Anne-Marie Miller-BlaiseGeorge Herbert (1593-1633), the celebrated devotional poet, and his brother Lord Herbert of Cherbury (1583-1648), often described as the father of English deism, are rarely considered together. This collection explores connections between the full range of the brothers’ writings and activities, despite the apparent differences both in what they wrote and in how they lived their lives. More specifically, the volume demonstrates that despite these differences, each conceived of their extended republic of letters as militating against a violent and exclusive catholicity; theirs was a communion in which contention (or disputation) served to develop more dynamic forms of comprehensiveness. The literary, philosophical and musical production of the Herbert brothers appears here in its full European context, connected as they were with the Sidney clan and its investment in international Protestantism.The disciplinary boundaries between poetry, philosophy, politics and theology in modern universities are a stark contrast to the deep interconnectedness of these pursuits in the seventeenth century. Crossing disciplinary and territorial borders, contributors discuss a variety of texts and media, including poetry, musical practices, autobiography, letters, council literature, orations, philosophy, history and nascent religious anthropology, all serving as agents of the circulation and construction of transregionally inspired and collective responses to human conflict and violence. We see as never before the profound connections, face-to-face as well as textual, linking early modern British literary culture with the continent.
Edward Burnett Tylor, Religion and Culture
by Paul-François Tremlett Graham Harvey Liam T. SutherlandThrough revisiting and challenging what we think we know about the work of Edward Burnett Tylor, a founding figure of anthropology, this volume explores new connections and insights that link Tylor and his work to present concerns in new and important ways.At the publication of Primitive Culture in 1871, Tylor was at the centre of anthropological research on religion and culture, but today Tylor's position in the anthropological canon is rarely acknowledged. Edward Burnett Tylor, Religion and Culture does not claim to present a definitive, new Tylor. The old Tylor - the founder of British anthropology; the definer of religion; the intellectualist; the evolutionist; the liberal; the utilitarian; the avatar of white, Protestant rationalism; the Tylor of the canon - remains. Part I explore debates and contexts of Tylor's lifetime, while the chapters in Part II explore a series of new Tylors, including Tylor the ethnographer and Tylor the Spiritualist, re-writing the legacy of the founder of anthropology in the process.Edward Burnett Tylor, Religion and Culture is essential reading for anyone interested in the study of religion and the anthropology of religion.