The internationalization of higher education is a growing reality in state and private universities. Theological schools that wish to impart religious values in addition to liberal arts and discipline specific curriculum may experience cultural barriers that prevent the successful teaching of religious ideologies. This study investigates the implications of the filial piety as a value that Chinese learners bring to Western classrooms and how the comparing of Confucian filial piety to similar values in biblical theology serves as a means (...) for cultural exchange and moral development. Confucian teachings of filial piety, affective domain learning, and biblical teachings of family and society are explored. The study concludes with suggestions of how to integrate similar teachings of two different cultures in order to teach religious values. (shrink)
The shape of ChristianEducation in the United States has shifted as new communication media have come to the fore, interacting with the overarching purposes and content of ChristianEducation. As we begin to ask how computer technologies and the Internet may affect ChristianEducation, it is helpful to look back at the ways communication media have affected ChristianEducation over the past 200 years.
Although church-related universities in England gradually became more secular throughout the twentieth century, a group of nine teacher education colleges with church foundations have recently developed into full fledged universities. This article draws upon documentary and site-based research to evaluate the relevance of the Christian identity for these institutions in light of recent scholarship on the subject.
The Education of a Christian Prince is a new student edition of Erasmus's crucial treatise on political theory. It contains a new, excerpted translation from his Panegyric, making it possible for the first time to compare two works which Erasmus himself regarded as closely related. The Education of a Christian Prince was published in 1516 and dedicated to Prince Charles, the future Emperor Charles V, and is one of the most influential books of the 'advice-to-princes' published (...) in the Renaissance era. It is a strongly pacifist work in which Erasmus sought to ensure that the prince governed justly and benevolently. The importance of Erasmus's work lies in his emphasis on virtuous conduct as the backbone of the polity, an argument which has influenced political writing up to the present time. This edition also includes an original introduction, a chronology of the life and work of Erasmus, and a comprehensive guide to further reading. (shrink)
A brief review of the social and educational context of Hong Kong shows that the publication of the General guidelines on moral education in schools in 1981, by the Hong Kong Education Department, marked a milestone in the development of moral education. The Guidelines explicitly asserted moral education as one function of schooling, whilst also formally recognizing the home and the community as two main influences. This paper narrates how three moral sources of influence ? namely (...) Confucian?parental, Christian?religious and liberal?civic ? have shaped the development of moral education in Hong Kong from 1973 to 2003. It then examines in more detail: parental influence at home ? the Confucian moral source in Chinese family; schooling influenced by religious sources ? taking Christian schools as an example; and the Independent Commission Against Corruption as an official agency for moral education ? a liberal source calling for civic morality. In conclusion, the post?colonial emergence of nationalistic influence in the recently constituted Chinese Special Administrative Region, advocating national identity as the new core value, is traced and the implications for future moral education in Hong Kong are considered. (shrink)
Abstract Moral Education theory commonly attacks religion?based morality as authoritarian and wants to divorce ME from RE. Three significant Christian documents, the Fourth R (the Durham Report on RE), Teaching Christian Ethics and The Child in the Church are used to support the claims that the relationship between Christianity and Ethics is more subtle, and that Christians can help young people consider issues in moral education in a balanced way and thus arrive at their own conclusions. (...) A study of Christianity has significant contributions to make to moral education. (shrink)
The growing secularization of society makes Christian moral education ever more difficult. Many well-meaning approaches to Christian moral education make it ineffective, if not counterproductive. This seems to have occurred because Christians have accepted an unreal polarization of morality, and have consented to do battle for one of the poles. The author of this essay argues for a via media which would be more truly human and so more truly Christian.
What does it mean to have a "Christian Higher Education"? Does it mean "getting a degree from a college which calls itself 'Christian'"? I think not. For many graduates of so called "Christian colleges" come away with an education which, in many respects, is less authentically Christian than the education they would get at some secular institutions!
Teachers and Texts in the Ancient World presents a comprehensive and accessible survey of religious and philosophical teaching and classroom practices in the ancient world. Snyder synthesizes a wide range of ancient evidence and modern scholarship to address such questions as how the literary practices of Jews and Christians compared to the literary practices of the philosophical schools and whether Christians were particularly noteworthy for their attachment to scripture.
In this book, controversial and world-renowned theologian, Stanley Hauerwas, tackles the issue of theology being sidelined as a necessary discipline in the modern university. It is an attempt to reclaim the knowledge of God as just that – knowledge. Questions why theology is no longer considered a necessary subject in the modern university, and explores the role it should play in the development of our “knowledge” Considers how theology is often excluded from the knowledges of the modern university because these (...) are constituted by an understanding of time necessary to make economic and state realities seem inevitable Argues that it is precisely this difference that makes Christian theology an essential resource for the university to achieve its task - that is, to form people who are able to imagine a different world through critical and disciplined reflection Challenges the domesticated character of much recent theology by suggesting how prayer and the love of the poor are essential practices that should shape the theological task Converses with figures as diverse as Luigi Giussani, David Burrell, Stanley Fish, Wendell Berry, Jeff Stout, Rowan Williams and Sheldon Wolin Published in the new and prestigious Illuminations series. (shrink)
The goal of this thesis is to undo those assumptions about understanding and the doxastic and social relationships that are concomitant with those assumptions, while offering a different way of construing understanding that is conducive to allowing Christian religious educators to move forward in their work, especially as that work concerns intergenerational strife. This rewriting of our notions of understanding and relationship will be in a direction wherein thedistinctions between faith, knowledge, self-understanding, enculturation, and ethical choice are blurred. Accordingly, (...) this thesis finds the concern with many of those interdisciplinary approaches to the study of philosophy, theology, and education that have been influenced by both Korean Christian religious education and its radical, deconstructive re-positionings. The thesis also attempts to reflexively deploy such approaches throughout. (shrink)
This paper is a philosophical analysis ofHeidegger and Nietzsche's approach tometaphysics and the associated problem ofnihilism. Heidegger sums up the history ofWestern metaphysics in a way which challengescommon sense approaches to values education.Through close attention to language, Heideggerargues that Nietzsche inverts thePlatonic-Christian tradition but retains theanthropocentric imposition of âvaluesâ. Ihave used Nietzsche's theory to suggest aslightly different definition of metaphysicsand nihilism which draws attention to theontological parameters of human truths as astruggle between competing sets of conflictingor contradictory values (...) (perspectives) thatopens space for rethinking and re-educatinghuman possibilities. How this openness willshow up in educational theory and practice isonly beginning to be evoked. The twophilosophers indicate an approach to issues ofmorality, decision making and knowledgeproduction which may surprise and disconcerttraditional views. As the forefathers ofpost-structuralist thinking, Nietzsche andHeidegger offer a critique of Humanism whileretaining the Renaissance tradition ofpositioning education as the well spring ofvalues in society. It is through the generationof new knowledges, the development of critiqueand the nurturing of character that societyreformulates itself in relation to the earth.The ethical evaluation of these new forms ofknowledge is crucial to the creative and caringregeneration of the human environment, asopposed to the corrosive adoption ofconsumerism and usury. (shrink)
The Republican education, its concepts, theories, and form of discourse belong to the shared European heritage of the pre-modern Age. The pedagogy of humanism and its effects on the early Modern Age are represented by Republicanism. Even if Republicanism found a political continuation in liberalism and democratism of the Modern Age, the same cannot be said of pedagogic continuity without some reservations. In pedagogy of the Modern Age an alternative to Republicanism prevails that builds onto a body of concepts, (...) discourse, and theory; it goes back to an old theological tradition. Rousseau chooses this alternative exclusively for his concepts of education. He is neither the inventor nor the one who builds up this language in contrast to pedagogical Republicanism. Nonetheless, the pedagogical canonization of Rousseau as one of the co-founders of pedagogical Modernity, marks the specific development that this theological language of pedagogy undergoes at the turn of the nineteenth century. Originally it is closely linked to specific theological, dogmatic lines of thought, namely, to the respective Piety movements within the two Christian denominations of Western Europe. Yet at the turn of the nineteenth century, this theological language of pedagogy increasingly loses that exclusive link to this particular context and becomes thus freely available to any form of pedagogy, which puts at its centre the child’s soul, absolute inwardness, and introspection as both holy and also threatened by a basically decadent social environment and outward world. (shrink)
Education, Religion and Society celebrates the career of Professor John Hull of the University of Birmingham, UK, the internationally renowned religious educationist who has also achieved worldwide fame for his brilliant writings on his experience, mid-career, of total blindness. In his outstanding career he has been a leading figure in the transformation of religious education in English and Welsh state schools from Christian instruction to multi-faith religious education and was the co-founder of the International Seminar on (...) Religious Education and values. John Hull has also made major contributions to the theology of disability and the theological critique of the "money culture." This volume brings together leading international scholars to honour John Hull's contribution, with a focus on furthering scholarship in the areas where he has been active as a thinker. The book offers a critical appreciation of his contribution to religious education and practical theology, and goes on to explore the continuing debate about the role of religious education in promoting international understanding, intercultural education and human rights education. A possible basis for integrating Islamic education into Western education is suggested and the contribution of the philosophy of religion to pluralistic religious education is outlined. The contributors also deal with issues relating to indoctrination, racism and relationship in Christian religious aspects, and examines aspects of the the theology of social exclusion and disability. (shrink)