International Handbook of the Religious Moral and Spiritual Dimensions in Education 1st Edition by Kath Engebretson, ‎Marian de Souza, ‎Gloria Durka ISBN 9781402092732 by Marian De Souza, Gloria Durka, Kathleen Engebretson, Robert Jackson, Andrew Mcgrady 9781402048036, 9781402052460, 1402048033, 1402052464 instant download after payment.

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ISBN 13: 9781402092732
Author: Kath Engebretson, ‎Marian de Souza, ‎Gloria Durka

This Handbook is based on the conviction of its editors and contributing authors that understanding and acceptance of, as well as collaboration between religions has essential educational value. The development of this Handbook rests on the f- ther assumption that interreligious education has an important role in elucidating the global demand for human rights, justice, and peace. Interreligious education reveals that the creeds and holy books of the world’s religions teach about sp- itual systems that reject violence and the individualistic pursuit of economic and political gain, and call their followers to compassion for every human being. It also seeks to lead students to an awareness that the followers of religions across the world need to be, and to grow in, dialogical relationships of respect and understa- ing. An essential aim of interreligious education is the promotion of understanding and engagement between people of different religions and, therefore, it has great potential to contribute to the common good of the global community. Interreligious education has grown from the interfaith movement, whose beg- ning is usually identi?ed with the World Parliament of Religions held in Chicago in 1893. This was the ?rst time in history that leaders of the eastern and we- ern religions had come together for dialogue, and to consider working together for global unity.

International Handbook of the Religious Moral and Spiritual Dimensions in Education 1st Table of contents:

1. The Philosophical and Theoretical Aspects of Interreligious Education
Part Frontmatter
Religious Pluralism and the Paradigm
Enlightenment’s Wake: Religion and Education at the Close of the Modern Age
Interreligious Education and the Question of Truth
Philosophical Reflections on Dialogue
The Search for a Common Epistemological Ground Within the Inter-religious Framework: A Concept-Centered Approach
Toward a Theoretical Framework for Participating in Interreligious Dialogue and Education
Interreligious Dialogue: Ecumenical Engagement in Interfaith Action
Many Mansions: East and West in the Roman Catholic Communion
Religious Education in United States’ State Schools
Civilising Religion
With Beating Hearts and Earnest Purpose: The Heritage of the Women Delegates’ Speeches to the World’s Parliament of Religions
Educational Encounters and Interreligious Education: A Latvian Case Study for Expanding the Borders of Hospitality
Religious Foundations of Education: Perspectives of Muslim Scholars
Wisdom (Hikmah) as a Holistic Basis for Inter-religious Education
Islamic Education in the West: Theoretical Foundations and Practical Implications
Envisioning Family Ecosystems Perspective for Interreligious Education: A Christian View
Religious Pluralism and Dialogue/Interreligious Dialogue1
2. The Pedagogical Aspects of Interreligious Education
Part Frontmatter
Can We Still Teach ‘Religions’?: Towards an Understanding of Religion as Culture and Orientation in Contemporary Pedagogy and Metatheory
Bridging Christianity, Islam, and Buddhism with Virtue Ethics
Oriental Philosophy and Interreligious Education: Inspired by Toshihiko Izutsu’s Reconstruction of “Oriental Philosophy”
Developing Pedagogies for Inter-religious Teaching and Learning
Dialogical Education for Interreligious Engagement in a Plural Society
Promoting Interfaith Education Through ICT – A Case Study
Learning and Life-Modelling in the Critical Community: Educating University Students for Inter-religious Engagement
Envisioning the Possibilities for Inter-religious Dialogue in Christian Colleges in Asia: The Case of Chung Chi College in Hong Kong
Self-Understandings of RE Teachers in Structural Identity Consultation,1 Contributing to School Identity in a Multifaith Context
Informing the Pedagogical Practice of Interreligious Education: Critical Social Science Directions
An Inter-religious Basis for a Denominational Religious Education: A Paradox?
Finding a Way Forward: Interreligious Education and Religious Education in Aotearoa New Zealand
Is Difference Good for Us? A Report on the Hampshire and Its Neighbour’s Social Cohesion Project, UK
Contact as a Means of Inter-religious Engagement: The Role of Religious Culture in Peace-Building Activities
Learn Young, Learn Fair. Interreligious Encounter and Learning in Dutch Kindergarten
Using Contextual Approach for Preparation of the Syllabus for Inter-religious Learning
Multifaith Multicultural Youth Mentoring: Young People Creating a New Agenda for a Diverse Australia
Balancing the Particular and the Universal in Inter-religious Education
3. An Overview of Part III: Inter-religious Education for Social Justice and Peace
Part Frontmatter
The Maze of Tolerance
Memory as a Key Concept in Inter-religious Education
Competences in Inter-religious Learning
Education for Peace as a Dimension of Inter-religious Education: Preconditions and Outlines
The Role of Inter-religious Education in Fostering Peace and Development
Reflecting on the 1893 Parliament of the World’s Religions: The Continuing Challenges for the Interreligious Movement
Muslims, Catholics and the Common Purpose of Justice and Peace
Improving Relations with Islam Through Religious and Values Education
A Common Word: Building Global Goodwill
Fanaticism, Fundamentalism and the Promotion of Reflexivity in Religious Education
The Gülen Educational Movement and Its Contribution to Global Peace and Tolerance
Peace Education in Multiethnic/Religious Settings: NESNIM as a Possible Model
Interreligious Education and Dialogue in Japan
Towards New Taxonomies of Responsibility and Hope: An Introduction to the South African Policy on Religion and Education (2003)
Education for Peace: The Indian Context
A House Divided: The Eastern Churches – Catholic and Orthodox
4. Inter-religious Education for Citizenship and Human Rights
Part Frontmatter
The European Secularisation of Citizenship
Education, Citizenship and Teaching Religion in an Age of Empire: A Historical Perspective
Religious Education and Religious Freedom in Russia
Education for Human Rights, Inter-cultural and Inter-religious Dialogue: The Role of UNESCO
The Totalitarian Imagination: Religion, Politics and Education
Avoiding an Obvious Conflict? ‘Religion–Neutrality’ in Human Rights Education in Europe
Faithful Brokers? Potentials and Pitfalls of Religion in Peacemaking
Religious and Human Rights Literacy as Prerequisite for Interreligious Education
Diversity, Epistemology and Dialogue in Citizenship and Human Rights Education
Models of Religious Education in the Muslim World: Current Developments and Debates on How to Teach Religion and Ethics in Public Schools
The Impact of Religious Diversity and Revitalisation on Inter-religious Education for Citizenship and Human Rights
Children’s Right to Religion and Religious Education
Education for Peace: Exploring the Margins of Human Rights and Religion
The Right to Inquire into the Religious
Religious Diversity and Education for Democratic Citizenship: The Contribution of the Council of Europe
5. Erratum
Erratum

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Tags: Kath Engebretson, Marian de Souza, Gloria Durka, Religious, Moral