In his Introduction Fr. Delhaye tells us that the present work has its origin in two modern movements, the one theological, the other philosophical.

The predicament with which Professor Paton is concerned is that of religion in an intellectual climate in which its continued survival is becoming more and more difficult, the climate of modern science. The seventh chapter entitled “Intellectual Impediments” states the difficulty very strongly: religion is under fire from physics, biology, i.e., evolution, psychology, history. Professor Paton is concerned with what is left of religion after these partial defeats and he hopes, with a modesty which does not succeed in hiding itself, (...) to “induce some of the indifferent to consider the possibility that religion may not be all nonsense, but may contain something precious without which life may be incomplete”. (shrink)

The following essay is an attempt at bringing together two conceptions, the one theological and ascetical, the other philos–ophical. This confrontation may be attempted either from the point of view of theology, using revealed premises, or from the point of view of philosophy using the methods of purely rational analysis. It is the latter task I am undertaking here. I do not argue from revealed premises, but I do take account of the mighty phenomenon of the Christian revelation. It is, (...) as I see it, absolutely essential to keep theology and philosophy distinct as methods, but this does not prevent the one from providing useful material and suggestive hypotheses for the other. (shrink)

Qualitative research is a key form of research in education; the findings of such projects frequently play a central role in shaping policy and practice. First time qualitative researchers require clear and practical guidance from the outset. However, given the diversity of both subject matter and methodological approaches encompassed by qualitative research, such guidance is not always easily come by. _Qualitative Educational Research in Action: Doing and Reflecting_ is a collection of ten first-hand accounts by educational researchers of qualitative inquiries (...) they carried out. The subjects are diverse, taking in school restructuring, policy analysis, critical literacy, phenomenology and the student teacher relationship. Each chapter outlines the research question investigated and provides an overview of the project's findings, before going on to describe how each researcher approached the challenges of their particular inquiry. The researchers reflect upon the unexpected turns qualitative research can take and the way such projects can move through different theoretical and methodological positions, often ending up significantly removed from the original premise, but all the more valuable for that. Anyone conducting qualitative research in education will be heartened and inspired by this collection, and will also find in it invaluable guidance on dealing effectively with the idiosyncrasies and pitfalls of qualitative research - guidance that is all the more valuable for coming from those who have themselves navigated similar difficulties. (shrink)