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In today’s pluralistic global, many cultures suppose a shift within the courting of individuals with non secular traditions. A corresponding circulate is a resurgence of curiosity in human spirituality. This instruction manual offers the perspectives of schooling students who have interaction those recommendations on a daily basis, in a suite of essays reflecting the foreign nation of the self-discipline. Out of those rises a imaginative and prescient for the emergence of a simply and peaceable international.

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International Handbook of the Religious, Moral and Spiritual Dimensions in Education (International Handbooks of Religion and Education)

In today’s pluralistic international, many cultures suppose a shift within the courting of individuals with non secular traditions. A corresponding flow is a resurgence of curiosity in human spirituality. This instruction manual provides the perspectives of schooling students who interact those thoughts on a daily basis, in a set of essays reflecting the foreign nation of the self-discipline.

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Extra resources for International Handbook of the Religious, Moral and Spiritual Dimensions in Education (International Handbooks of Religion and Education)

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These sayings were thought to produce an effect on the souls of the listeners or readers. Such teachings were to lead to vital choices by the learners. Discussions were always included in this mode of learning. It should be noted that while only the elite attended the schools of Plato and Aristotle the schools of Stoics and Epicureans were open to all, rich and poor, male and female, free citizens and slaves. The concept of philosophy was thus popularised since ‘whoever adopted the Epicurean or Stoic way of life and put it into practice would be considered a philosopher, even if he or she did not develop a philosophical discourse, either written or oral’ (Hadot, 2002, p.

1995). Philosophy of education: Classical and contemporary. Malabar, FL: Krieger. Elias, J. L. (1999). Whatever happened to Catholic philosophy of education? Religious Education, 94(1), 92–110. Greene, M. (1967). Existential encounters for teachers. New York: Random House. Greene, M. (1973). Teacher as stranger. Educational philosophy for the modern age. California: Wadsworth Publishing, Grimmitt, M. (1973). What can I do in RE? : Mayhew-McCrimmon. Groome, T. H. (1980; 1999). Christian religious education.

Two of the authors write from their experience of being citizens of the 6 Durka United States, one as a native of Kenya who is currently teaching in the US, and the other from Eastern Europe as a scholar teaching in a Latvian university. All four draw from feminist principles which challenge fundamental assumptions, forged out of the Enlightenment, about how knowledge is obtained and shaped. Their essays illustrate why religious educators should be aware of the biases introduced by a too easy acceptance of conventional categories and models.

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