International Handbook of the Religious, Moral and Spiritual Dimensions in EducationMarian de Souza, Gloria Durka, Kathleen Engebretson, Robert Jackson, Andrew McGrady Springer Science & Business Media, 4 de juny 2007 - 557 pàgines 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. |
Continguts
3 | |
9 | |
22 | |
41 | |
Religions in the Post Modernist Era | 51 |
The Relevance of a Wisdom Tradition | 65 |
The Moral Demands of Contemporary Life and Christian Moral Education 77 | 76 |
The Integral Philosophy of Ken Wilber and Religious Education | 93 |
A Critique | 779 |
An Educators Faith | 799 |
Dimensions of Adult Religious Education 815 | 814 |
A Need Not an Option | 831 |
About the Editors | xix |
Baratte | xxi |
Graham English | xxiv |
Christian Education and the Reconstruction of Christian Faith 23 | xxvi |
Dialogue to Truth in Bell Hooks and Jane Roland Martin 107 | 106 |
EcofeminismA Healing Perspective for Reshaping Religious Education | 127 |
What is Rising? The Teaching of Maria Harris | 141 |
The Educational Significances of Spirituality in the Formation of Faith 171 | 170 |
An Evalauative Perspective | 183 |
Spirituality as a Bridge to Religion and Faith | 201 |
A PostSoviet perspective | 215 |
An Inherently Religious Dimension of African Education | 231 |
An Augmentative | 258 |
An Overview of Orthodox Christian Religious Education | 277 |
SECTION | 294 |
Plurality and Pluralism in Religious Education | 307 |
A Hermeneutical View on Identity | 321 |
The Future of Religious Education in the Context of Postmodernity 349 | 348 |
Religious Education and Citizenship in Postmodern Societies | 363 |
Ethnography Religion and Intercultural Education | 387 |
Ethogenic Method | 415 |
Religion Education in South Africa 433 | 432 |
Religious Education Culture in Modern Turkey | 449 |
Teaching About Religion at School in France | 475 |
The Lifeworld of Muslim | 501 |
Implications for Christian Theological Education | 524 |
SECTION THREE | 547 |
Philosophical Approaches to the Teaching of Religion in Schools | 559 |
Comparative Approach Institutions | 577 |
Religion Violence and Religious Education | 591 |
Catholic Church Documents on Religious Education | 607 |
A Participative | 621 |
The Essence of Education is Religious 635 | 634 |
Phenomenology and Religious Education Theory | 651 |
Learning about and Learning from Religion The Pedagogical | 667 |
Pedagogical | 697 |
A Philosophy for A Spiritual | 716 |
Changing Learning Paradigms in the Religious Education Classroom | 731 |
Textbooks in Religious Education 749 | 748 |
A Shared Praxis Approach to Religious Education | 763 |
Recep Kaymakcan | xxvii |
Religions in the Post Modernist Era 51 | 848 |
SECTION FOUR | 851 |
A Challenge for Religious Spiritual | 869 |
The Aesthetic Revelation of the World as Educations Main Concern | 885 |
A Philosophical | 895 |
Expanding the Theological Imagination in the Service of Inter Faith | 904 |
An Analysis of the Perspectives of World Religions | 917 |
A Culture within a Culture in a Changing World | 937 |
Challenges and Contestations 949 | 948 |
Religious Education as Identity | 967 |
Perspectives | 977 |
The Role of The School in Promoting InterReligious and InterCultural | 993 |
Evaluating the Impact of a State Religious Education Syllabus | 1019 |
Religious Education in Contemporary Japan | 1039 |
Cooperation with Parents and the Local | 1055 |
SECTION FIVE | 1081 |
Spirituality and Identity WithinWithout Religion 1111 | 1110 |
Promoting | 1127 |
Taaruf 1141 | 1140 |
Should Teachers Adopt Differential Strategies for Young Boys and Girls | 1165 |
Nurturing the Spirit in Primary Religious Education Classrooms | 1179 |
Theological Foundations and Educational | 1193 |
Education in Prayer Recommendations from Research 1209 | 1208 |
The Role of Literature in Childrens Spiritual Development | 1225 |
Implications | 1253 |
A Study In Fostering Spiritual | 1278 |
Innovative Facilitation Strategies for Religion Education | 1293 |
Engaging Children in Spiritual Discovery in a MultiFaith Approach | 1307 |
Creative and Spiritual Education in the Human Development Process | 1321 |
A Vital Component of Curriculum Development 1343 | 1342 |
Teaching Scripture in Religious Education | 1361 |
Developing Spirituality Through Experiential | 1377 |
1390 | |
1395 | |