Redefining Religious Education - by S Gill & G Thomson (Hardcover)
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<p/><br></br><p><b> Book Synopsis </b></p></br></br>This book is a unique collection of interdisciplinary articles that argue for religious education to be directed primarily towards the spiritual insofar as it is part of a flourishing human life. The articles address this issue from the perspectives of theory, different religious traditions and innovative teaching and learning practices.<p/><br></br><p><b> Review Quotes </b></p></br></br><br>''If it's true, it makes a difference, ' stated William James, the celebrated American philosopher speaking about religious teachings. The 'difference' that spiritualities can contribute to 'human flourishing' is the central horizon of this important volume. It boldly urges that fidelity to religious traditions requires religious studies to pass from education about religions to education from religions. In a word, education from different religious traditions must become 'mystagogic, ' an introduction to each tradition's experience of mystery and its animating potentials to advance human flourishing. Importantly, the book does not dodge the difficult question of how people with different religious affiliations or none can come to an agreement on how to teach from plural spiritual traditions. Honestly posing and facing that question is--arguably--the books greatest contribution, one essential to advancing a shared notion of human flourishing informed and co-built by living traditions of wonder, care, and action." - William Vendley, Secretary General, Religions for Peace International'This edited volume provides a very timely contribution to several thorny questions of meaning in this early twenty-first century: how to define 'spirituality' in a way that is philosophically sound as well as how to articulate its place within the complex and at times competing approaches to 'religious education'. The theoretical articles of its first section in particular are essential reading for thinkers as well as practitioners of contemporary education." - Patrice Brodeur, Director of Research, The King Abdullah Bin Abdulaziz International Centre for Interreligious and Intercultural Dialogue (KAICIID), Austria.<br><p/><br></br><p><b> About the Author </b></p></br></br>Richard Pring, University of Oxford, UK Sharif Horthy, Guerrand-Hermès Foundation for Peace, UK Marius Felderhof, University of Birmingham, UK Katherine Marshall, George Town University and World Faiths Development Dialogue, UK Maureen Goodman, Brahma Kumaris World Spiritual University, USA Jinwol Y. H. Lee, Dongguk University, Gyeongju, Korea Bhai Sahib Dr Mohinder Singh, Guru Nanak Nishkam Sewak Jatha, UK Jamie Cresswell, Centre for Applied Buddhism, UK Ming Hwee Chong, United Nations, USA Jocelyn Armstrong, USA John Breadon, Eton College, UK Bert Roebben, Institut für Katholische Theologie, Germany David Streight, Centre for Spiritual and Ethical Education, UK Professor Patrice Brodeur, University of Montreal, Canada Agneta Ucko, Interfaith Council on Ethics Education for Children, Switzerland
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