Hanan Alexander argues that educators need to enable students to embark on a quest for intelligent spirituality, while paying heed to a pedagogy of difference. Through close analysis of the work of such thinkers as William James, Charles Taylor, Elliot Eisner, Michael Oakeshott, Isaiah Berlin, Martin Buber, Michael Apple and Terrence McLaughlin, Reimagining Liberal Education offers an account of school curriculum and moral and religious instruction that throws new light on the possibilities of a nuanced, rounded education for citizenship.
Divided into three parts – Transcendental Pragmatism in Educational Research, Pedagogy of Difference and the Other Face of Liberalism, and Intelligent Spirituality in the Curriculum, this is a thrilling work of philosophy that builds upon the author's award-winning text Reclaiming Goodness: Education and the Spiritual Quest.
At once a general introduction to this topic and a distinctive contribution to the debate in its own right, Religion, Education and Post-modernity explores and illuminates the problems, and possibilities opened up for religious education by postmodern thought and culture. The book describes the emergence of post-modernity, considers the impact of post-modernity on religion, addresses its impact on the philosophy of religion and considers the nature of religious education in the post-modern world.
Andrew Wright argues that, although post-modernity has much to offer the religious educator, there are also many pitfalls and dangers to be avoided. Steering clear of the extreme of post-modern hyper-realism, he constructs a religious pedagogy sensitive to post-modern concerns for alterity, difference and the voice of the Other, whilst insisting on the importance of reasons in cultivating religious literacy.
The contributors address such subjects as what we mean by 'spiritual values'; scholarship and spirituality; spirituality and virtue; spirituality, science and morality; the shaping of character; the value of spiritual learning; spiritual development and the curriculum and many others. All students of the philosophy of education and anyone interested in how spiritual values might play a part in informing education policy and practice will find this stimulating collection a rich source of ideas and a major addition to the thinking on the meaning, role and possibilities of spirituality in education.
The volume's three major sections encompass the topics of heresy, transformation, and renewal. Part I primarily discusses issues arising from the interface between institutional aims and individual alienation. The three chapters invite Jews to re-examine their Jewish heritage and to make a greater commitment to Jewish belief and practice. In Part II, an investigation of the transformative process, Rabbi Marmur builds on Franz Rosenzweig's model of the Magen David and reminds readers that the unique biblical covenant between God and Israel was made with individuals. These chapters assert that this fusion of land, people, and faith has been dramatized by the return to the land of Israel and has resulted in a paradigm shift. The final section, Renewal, written from the point of view of a committed Zionist and Reform Jew, offers a dissenting perspective on the central issues of hope, power, righteousness, community, and covenant that at the same time strongly affirms the covenant's message. This eminently thought-provoking work with its lucid articulation of Jewish purpose today, is essential reading for both Jews and non-Jews concerned with the evolution of Jewish thought.
Features of the text include:
What ifquestions that structure each chapter to pique students' curiosity, stimulate creativity, and promote critical thinking.
Authentic classroom vignettes that encourage students to analyze what it means to "do" philosophy and to reflect upon their own practices, examine their role in the educational process, and articulate their own philosophical beliefs.
A concluding section asking readers to imagine and design their own hypothetical school or classroom as a project-based means of analyzing, synthesizing, and evaluating the different philosophies discussed.
Accessible and thought-provoking, Philosophy of Education in Action provides a dynamic learning experience for readers to understand and apply philosophy in educational practice.
Interest in Karl Barth is running at unprecedented levels in the English-speaking world, and it is high time that his excellent survey of formative eighteenth- and nineteenth-century Protestant thinkers be made available again to theological students and general readers.
Featuring an extensive introduction by Colin E. Gunton that recontextualizes and reintroduces Barth's work for a new generation, this book provides a superb review of the shapers of modern Protestant thought and practice. Barth offers insightful readings of all the most significant figures of the modern period -- Rousseau, Lessing, Kant, Hegel, Schleiermacher, Feuerbach, Ritschl, and others -- as well as several lesser-known thinkers. Also included here are Barth's preface to the original 1946 German edition and a translation of his hard-to-find essay "On the Task of a History of Modern Protestant Theology."
In addition to providing insight into some of the church's seminal theologians, this volume offers an excellent look at Barth himself. In capturing Barth's personal views on doctrine, the church, and intellectual history, the book also provides valuable background reading for those studying Barth's own theology.
The contributors of the volume identify the main challenges to the role of citizenship education in the context of globalization, conflicts and the changes to the institution of citizenship they entail and critically examine the ways in which schools and education systems currently address – and may be able to improve – the role of citizenship education in conflict-ridden and multicultural contexts.