Spiritual and Religious Education: Education, Culture and Values Vol. 5 (Education, Culture and Values)

Book Cover......Page 1
Half-Title......Page 2
Title......Page 4
Copyright......Page 5
Contents......Page 6
Contributors......Page 8
Editors’ Foreword......Page 10
Part One Spiritual Education......Page 11
Well, are they?......Page 12
On spirituality......Page 14
Spirituality and morality......Page 18
Morality, transformation and religion......Page 21
Spirituality and human wholeness......Page 22
Religious, moral, personal and social development......Page 23
Education as a spiritual activity......Page 25
…and a parting shot......Page 28
References......Page 29
2 Religious Education, Spirituality and Anti-racism......Page 31
References......Page 44
Cultural diversity in the classroom......Page 46
What is spirituality?......Page 47
What is spiritual development?......Page 50
Structured spiritual development?......Page 53
Facilitating learning......Page 55
Conclusion......Page 58
References......Page 59
Moral decadence: a world-wide phenomenon......Page 62
Moral education and values......Page 63
Philosophy of do (the way): a total education......Page 64
Denial of traditional culture since defeat in the Second World War......Page 65
A new morality based on a view of nature......Page 66
Establishing morality based on planetary consciousness......Page 67
5 Newspapers and Spiritual Development: a Perspective on Religious Education......Page 69
Beyond the material, beyond the mundane......Page 73
Some conceptual challenges......Page 75
Continuing process: maturity and the ‘end-state’......Page 77
Case studies: resources for the classroom......Page 78
Religious education: a way of seeing......Page 83
The power of evil: a cautionary note......Page 84
Acknowledgements......Page 85
References......Page 86
6 ‘The Open Heaven’:1 Fostering Dialogue and Understanding in the Context of Religious Diversity......Page 90
Notes......Page 103
References......Page 104
Prolegomena and introduction......Page 106
The culture of disbelief and the work of contextualization and religious education......Page 107
Ways of belonging as a means of understanding contextualization in a culture of disbelief......Page 110
“Cultural worker” as a category for religious educators disputing a culture of disbelief......Page 113
References......Page 116
Part Two Religious Education......Page 118
I Religionism......Page 119
Religious identity and religionism......Page 121
Origins of religionism......Page 122
Religionism and politics......Page 124
II Religionism in Religious Education......Page 125
III Anti-religionist education......Page 130
The anti-religionist curriculum. Strand 1: deconstruction......Page 131
The anti-religionist curriculum. Strand 2: universalising faith......Page 132
Notes......Page 133
References......Page 134
Introduction......Page 136
The 1944 legislation......Page 137
The 1988 Legislation......Page 139
Political developments since 1988......Page 141
The Ealing and Newham Agreed Syllabuses......Page 143
The White Paper and the 1993 legislation......Page 144
The national model syllabuses......Page 145
The l994 Circular......Page 146
RE under the new Labour government......Page 148
Observations......Page 149
Notes......Page 152
References......Page 154
10 Religious Education: Cinderella Does Go to the Ball......Page 159
Religious education in the 1944 Education Act......Page 160
The contribution of Goldman and the neo-confessionalists......Page 162
Changes in British society and their implications for RE......Page 165
Working Paper 36......Page 166
The legacy of Working Paper 36......Page 168
The Education Reform Act, 1988......Page 169
Religious education since the 1988 Education Reform Act: stick and carrot......Page 171
Conclusion......Page 172
References......Page 173
National debate......Page 174
Moral values and the Anglican church school......Page 177
Voluntary schools today......Page 178
The church’s self-critical analysis of the role of the church school......Page 180
School values......Page 183
Values across the curriculum......Page 186
Notes......Page 187
References......Page 189
12 Values Education in Bahá’í Schools......Page 191
Common principles and features of Bahá’í-inspired schools......Page 193
Moral and spiritual education......Page 194
Religious education......Page 196
Acquisition of knowledge and skills......Page 197
Unity in diversity......Page 199
Service......Page 200
Some examples of Bahá’í-inspired schools......Page 201
School of the Nations, Macau......Page 202
System for Tutorial Learning, Colombia......Page 203
Bahá’í Vocational Institute for Rural Women, India......Page 204
School of the Nations, Brazil......Page 205
Implications of Bahá’í education in the context of a culturally diverse world......Page 206
References......Page 207
Further reading......Page 209
The history of the Dutch educational system......Page 210
Constitutional right to denominational schools......Page 212
Denominational schools and state schools on conceptions of the good......Page 215
The extension argument......Page 217
The coherence argument......Page 218
Notes......Page 221
References......Page 222
GM status and voluntary-aided schools......Page 224
The position of the Catholic Church......Page 226
The survey......Page 229
Reasons for going GM......Page 230
Moral issues......Page 232
On being a GM Catholic school......Page 233
The moral dilemmas: the bishop’s view......Page 235
Discussion......Page 237
Conclusion......Page 238
References......Page 239
15 How Local should a Local Agreed Syllabus for RE be?......Page 241
The mosaic of learning......Page 242
‘We are not complete unless we are with others’......Page 244
The integrity of a faith tradition......Page 245
How local can a local agreed syllabus for RE be?......Page 247
Notes......Page 248
References......Page 249
Introduction......Page 251
The kinds of issues involved......Page 252
Uniquely Christian or shared with others? And does it matter?......Page 253
Bracketing ‘Christian’ with ‘spiritual and moral’......Page 255
Aims of the curriculum resources......Page 257
Mathematics......Page 259
Science......Page 261
English......Page 262
Modern foreign languages......Page 263
Summary......Page 264
Methodology of the curriculum resources......Page 265
References......Page 267
The numerical decline of organised religion......Page 269
Counter-evidence......Page 270
The persistence of religion in personal experience......Page 271
Religion as a continuing feature of national and international constitutional debate......Page 272
Alternative sources of salvation......Page 273
The public credibility of religions......Page 274
Agreeing the syllabus......Page 275
Extending the partnership of churches and state......Page 276
Further opposition to open collaboration......Page 277
Shared values and a global ethic......Page 278
The Commonwealth of human diversity......Page 280
Religion and the school’s agenda......Page 281
Notes......Page 282
References......Page 284
The problem......Page 287
The purpose of religious education is to enable pupils to gain knowledge and understanding of religion(s)......Page 291
The purpose of religious education is to promote understanding of and respect for people whose cultures and beliefs are different from one’s own and to promote a positive attitude towards living in a plural society......Page 294
The purpose of religious education is to promote the personal, moral and spiritual development of pupils......Page 298
Conclusion......Page 303
References......Page 305
The research design......Page 308
What are the mentoring needs of RE PGCE students?......Page 309
How do mentors meet the needs of RE PGCE students?......Page 311
How the training partnership affects RE mentoring......Page 314
Conclusion......Page 317
References......Page 318
20 Collective Worship in a Predominantly Muslim LEA Upper School......Page 319
Exclusive and inclusive......Page 321
Topics for Muslim single-faith Meetings......Page 322
Plan C: ‘faith groups minus one house’ approach......Page 325
Plan H: evolutionary......Page 326
Reference......Page 327
21 Approaches to Collective Worship in Multifaith Schools......Page 328
Guidance to schools......Page 329
The provision of worship in multifaith schools......Page 330
Multifaith worship......Page 331
Broadly spiritual assemblies......Page 332
Approaches to worship: the school context......Page 333
Approaches to worship: school practice......Page 334
Teachers’ responses to demands for the inclusion of acts of collective worship in schools......Page 335
Multifaith assemblies: schools’ arguments......Page 338
Conclusion......Page 341
References......Page 343
22 Beliefs and Values: the Western Australian Experience......Page 344
History of religious education in the government schools of Western Australia......Page 345
Curriculum innovations......Page 347
The Nott Report......Page 348
Developing a curriculum......Page 349
Religious studies in action......Page 350
Post-Beazley 1984......Page 351
Beliefs and values......Page 353
Year 11......Page 354
The role of tertiary institutions......Page 355
Who studies Beliefs and Values?......Page 356
The way forward......Page 358
Notes......Page 359
References......Page 360
Index......Page 362