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.
Rezensionen / Stimmen
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 contributiontoward such a debate." - Clive Erricker, University of Winchester in International Journal of Children's Spirituality, 13:2 (May 2008)
