By L. Philip Barnes
"In this considerate and provocative ebook Philip Barnes demanding situations spiritual educators to re-think their box, and proposes a brand new, post-liberal version of spiritual schooling to assist them achieve this. His version either confronts prejudice and intolerance and in addition permits the voices of alternative religions to be heard and severely explored. whereas schooling, faith and variety is directed to a British viewers the problems it increases and the choice it proposes are very important for these educators within the usa who think that the general public faculties have a big function in instructing scholars approximately religion."
Walter Feinberg, Professor Emeritus of schooling coverage, association and management on the collage of Illinois, Urbana-Champaign.
"Philip Barnes deals a penetrating and lucid research of the strengths and weaknesses of contemporary spiritual schooling in Britain. He considers a number epistemological and methodological matters and identifies contrasting types of non secular schooling which were influential, what he calls a liberal and a postmodern version. After a close evaluation and feedback of either, he outlines his personal new post-liberal version of spiritual schooling, person who is suitable with either confessional and non-confessional different types of non secular schooling, but takes non secular range and non secular fact claims heavily. crucial analyzing for all non secular educators and people excited about the position of faith in schools."
Bernd Schröder, Professor of functional Theology and spiritual schooling, collage of Göttingen.
"What position, if any, does non secular schooling have within the colleges of an more and more different society? This lucid and authoritative e-book makes an incisive contribution to this significant debate."
Roger Trigg is Emeritus Professor of Philosophy, collage of Warwick, and Senior examine Fellow, Ian Ramsey Centre, Oxford.
The problem of range is valuable to schooling in glossy liberal, democratic states, and non secular schooling is frequently the purpose the place those modifications develop into either such a lot acute and the place it's believed, of all curriculum topics, resolutions are probably to be came across.
Education, faith and Diversity identifies and explores the commitments and convictions that experience guided post-confessional spiritual schooling and concludes controversially that the topic as presently theorised and practised is incapable of difficult spiritual intolerance and of constructing respectful relationships among humans from various groups and teams inside of society.
It is argued that regardless of the rhetoric of good fortune, which spiritual schooling is obliged to rehearse for you to perpetuate its prestige within the curriculum and to make sure political aid, a essentially new version of spiritual schooling is needed to satisfy the problem of range to schooling and to society. a brand new framework for non secular schooling is constructed which bargains the opportunity of the topic to make a real contribution to the production of a liable, respectful society.
Education, faith and Diversity is a wide-ranging, provocative exploration of non secular schooling in smooth liberal democracies. it really is crucial interpreting for these eager about the position of faith in schooling and for non secular and theological educators who are looking to imagine severely concerning the goals and personality of non secular schooling.
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Extra info for Education, Religion and Diversity: Developing a new model of religious education
Viewed from the perspective of mainstream culture, the beliefs and values of non-Christian religions were, for the most part, socially and culturally invisible; more critically Barry Troyna (1993: 24) spoke of ‘the suppression and depreciation of ethnic, linguistic and cultural differences’ and to this may be added the 32 Traditional and modern diversity suppression of religious differences. Non-Christian communities were typically politically powerless (though from the nineteenth century certain accommodations gave Jews a political signiﬁcance lacked by other non-Christian religious groups).
Followers of the same religion (or denomination) typically hold beliefs in common, follow common practices and perform common rituals. Recognition of the ability of religion to foster group identity and a sense of community was central to Émile Durkheim’s interpretation of the nature of religion ( 2008), which he believed focused on the distinction between the sacred and the profane. For him, certain things are sacred because they provide a focus for community loyalty. The sacred binds individuals together to form ‘a moral community’; and this sense of community often brings people together for the common good.
Diversity is conceptualised chieﬂy in terms of the group to which one belongs. There are two explanations for this: one external, by way of ascription, the other internal, by way of self-identiﬁcation. The external reason why people who are perceived as different are typically categorised in collective terms is because to members of the majority community the identity of others from minority groups is deﬁ ned by a single common difference; all other points of similarity are overlooked and all other differences are subsumed under one category of description so that stereotyping becomes possible.