Holistic Religious Education - is it possible?


Book Description

This book discusses the possibility of a holistic approach to religious education, taking into account religious and cultural diversity, different aspects of secularisation and different academic disciplines that inform the subject. Issues discussed are the view of children as spiritual and religious subjects, identity formation, the concept of child theology, the relationship between faith and morality, the meaning of spirituality, the notion of wonder as an inroad to learning, religion as culture, and the meaning of holism. A point of departure is taken in a typology of attitudes to religion in public education, and the line of reason ends in a search for viable metaphors for holistic religious education. Sturla Sagberg (born 1951) is professor of religious education and ethics at Queen Maud University College of Early Childhood Education in Trondhem, Norway. He has a doctoral degree in theology, and has for many decades taught and done research related to teacher training as well as to church education. He has published several books in Norwegian, of which the latest translates into Religion, Values and Formation: Children and the big questions in life. Many of his articles in books and journals are written in English.




The Idol of Our Age


Book Description

This book is a learned essay at the intersection of politics, philosophy, and religion. It is first and foremost a diagnosis and critique of the secular religion of our time, humanitarianism, or the “religion of humanity.” It argues that the humanitarian impulse to regard modern man as the measure of all things has begun to corrupt Christianity itself, reducing it to an inordinate concern for “social justice,” radical political change, and an increasingly fanatical egalitarianism. Christianity thus loses its transcendental reference points at the same time that it undermines balanced political judgment. Humanitarians, secular or religious, confuse peace with pacifism, equitable social arrangements with socialism, and moral judgment with utopianism and sentimentality. With a foreword by the distinguished political philosopher Pierre Manent, Mahoney’s book follows Pope Emeritus Benedict XVI in affirming that Christianity is in no way reducible to a “humanitarian moral message.” In a pungent if respectful analysis, it demonstrates that Pope Francis has increasingly confused the Gospel with left-wing humanitarianism and egalitarianism that owes little to classical or Christian wisdom. It takes its bearings from a series of thinkers (Orestes Brownson, Aurel Kolnai, Vladimir Soloviev, and Aleksandr Solzhenitsyn) who have been instructive critics of the “religion of humanity.” These thinkers were men of peace who rejected ideological pacifism and never confused Christianity with unthinking sentimentality. The book ends by affirming the power of reason, informed by revealed faith, to provide a humanizing alternative to utopian illusions and nihilistic despair.




International Handbook of Inter-religious Education


Book Description

This Handbook is based on the conviction of its editors and contributing authors that understanding and acceptance of, as well as collaboration between religions has essential educational value. The development of this Handbook rests on the f- ther assumption that interreligious education has an important role in elucidating the global demand for human rights, justice, and peace. Interreligious education reveals that the creeds and holy books of the world’s religions teach about sp- itual systems that reject violence and the individualistic pursuit of economic and political gain, and call their followers to compassion for every human being. It also seeks to lead students to an awareness that the followers of religions across the world need to be, and to grow in, dialogical relationships of respect and understa- ing. An essential aim of interreligious education is the promotion of understanding and engagement between people of different religions and, therefore, it has great potential to contribute to the common good of the global community. Interreligious education has grown from the interfaith movement, whose beg- ning is usually identi?ed with the World Parliament of Religions held in Chicago in 1893. This was the ?rst time in history that leaders of the eastern and we- ern religions had come together for dialogue, and to consider working together for global unity.







State Support for Religious Education


Book Description

Aimed at those interested in the vital relationship between international human rights law and domestic policy. This work provides a set of source documents concerning the legal and political history of religious education in a multicultural environment and especially in Ontario, Canada's largest province.




Global Perspectives on Catholic Religious Education in Schools


Book Description

This book shares global perspectives on Catholic religious education in schools, chiefly focusing on educational and curriculum issues that take into account the theology and the pedagogy which support learning in connection with Catholic religious education. Further, it offers insights into the distinctive contribution that Catholic religious education makes to religious education and education in general across diverse schooling contexts. Bringing together insights from leading scholars and experts on Catholic religious education around the globe, the book offers an essential reference guide for all those involved in researching, planning and designing curricula for Catholic religious education, as well as developing related theories in the field.




Does Religious Education Matter?


Book Description

In the current climate, and in an age of increasing hostility towards religion and the study of religion, religious education is a much-debated area. Bringing together an interdisciplinary team of contributors from the USA, Britain and Ireland, and Australia, representing a variety of religious perspectives, Does Religious Education Matter? provocatively demonstrates that it is vital that religious education is presented as it ’really’ is: a valuable and rich resource that, when taught and engaged with appropriately, stimulates essential qualities for global and responsible citizenship: critical thinking, tolerance, respect, and mutual understanding.




Christian Education Curriculum for the Digital Generation


Book Description

This book is about exploring and presenting a model of digital-based curriculum for Christian education suitable for the digital ways of learning, communicating, and thinking. Park discusses the limitations of analog-based curricula, most of current curricula, and necessities for digital-oriented ones. Then, he provides a new model of curriculum--curriculum as software. Curriculum as software is a curricular framework for embracing digital culture like open-flat network, service-centered management, interactive communication, and offline-online hybrid learning space. It consists of four spiral stages: analysis, design, simulation, and service. In the process of designing units, 4R Movement--a new learning theory--is utilized to encourage today's young people to construct their own knowledge after critically analyzing various resources of information. 4R-embeded courses are implemented in the four movements: reflection, reinterpretation, re-formation, and re-creation.




Religious Education in a World of Religious Diversity


Book Description

This volume brings together a selection of papers presented at the Fifteenth Session of the International Seminar on Religious Education and Values (ISREV), which took place in 2006 in Driebergen, the Netherlands, addressing the theme ‘Religious Education in a World of Religious Diversity’. The authors were invited to combine the concept of diversity with the dimensions of temporality, of time and history in reworking their contributions for this book. This temporal aspect is in a sense inherent in educational thinking. On the one hand education as intergenerational transmission has a conservative aspect: tradition being what is actually and presently transmitted from the past and/or what is considered worthwhile to be passed on. On the other hand, acknowledging the activity of students themselves as a prerequisite for any education to happen, brings the open-endedness and therefore the future into the pedagogical arena in terms of development, learning, reflection, edification, et cetera. So, the question answered in this volume is what does this inherent historicity mean for religious education as well as for (the concept) religion and religious diversity? In answering this question the contributions represent the global character of the concern with religious diversity in relation to religious education, and originate respectively from the following countries: Canada (Bhikkhu, English), United States (Moran), Latvia (Ilishko), Russia (Kozyrev), Germany (Pirner), South Africa (Roux, du Preez, Ferguson), Japan (Omori), Australia (de Souza), Turkey (Selçuk), and the Netherlands (Meijer, Miedema).




Religious Education


Book Description

Religious Education: Educating for Diversity raises issues that are central to the theory and practice of education, and in particular religious education, in modern liberal democracies characterized by diversity in its different forms. What kind of religious education is best equipped both to challenge prejudice and intolerance in society and to develop responsible and respectful relationships between people from different communities or with different commitments? Two eminent educators address this question and propose contrasting answers. Attention is given to the aims of education and the contribution of religious education to the curriculum; historical forms of religious education; the nature of diversity in society; the roots of prejudice; different methodologies in religious education and their philosophical and religious commitments; and to positive strategies to enable religious education to realise its potential and contribute to the social and moral aims of liberal education.