Common Faith: Education, Spirituality and the StateAshgate, 1998 - 217 pages The notion of spiritual development has been part of the legislative framework of education in England and Wales since 1944. Its use in the legislation implies the belief that there is an important dimension of state education connected with, but extending beyond, personal development and the promotion of values. This book is an exercise in the practical philosophy of education and consequently, explores certain ideas and policy ideals, throwing light on the logical relations between them. |
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Page 58
... individual agents and any particular moral decision . For individual agents frameworks of strong evaluation are inescapable . It is by looking to Taylor for answers to the question ' in precisely what way are these frameworks ...
... individual agents and any particular moral decision . For individual agents frameworks of strong evaluation are inescapable . It is by looking to Taylor for answers to the question ' in precisely what way are these frameworks ...
Page 59
... individual identity can be given , thus confirming that social factors are logically prior since the very notion of what constitutes the individual will be socially determined . There are three strands in Taylor's account of human ...
... individual identity can be given , thus confirming that social factors are logically prior since the very notion of what constitutes the individual will be socially determined . There are three strands in Taylor's account of human ...
Page 158
... individual will itself reflect a framework of belief , understanding and evaluation which in some very real sense transcends both the object and the individual who perceives it . The question of what we see the object as , perhaps the ...
... individual will itself reflect a framework of belief , understanding and evaluation which in some very real sense transcends both the object and the individual who perceives it . The question of what we see the object as , perhaps the ...
Common terms and phrases
action anti-perfectionist liberalism argued argument aspects assumptions attempt basis beliefs Carr Carr's chapter characterisation citizens civic education claims commitment common conception common school common spirituality communitarian comprehensive conception conception of spiritual consensus conservative critical realism cultural David Carr developmental ideal Dewey Dewey's dimension discussion distinction domain education system educational implications educationalists embodies evaluation fact Firstly framework Haldane human agency human experience Ibid important individual John Rawls John White Joseph Raz judgements justification Kekes kind language legitimate liberal democratic logical Macedo MacIntyre Michael Oakeshott monism moral nature Newby non-public non-realism non-realist notion Ofsted parents particular perfectionist liberalism personal development personal education philosophical pluralism pluralist political liberalism position possible programme promotion pupils question rational Rawls Rawlsian recognise regarded religion religious says secular secular humanism social democratic liberalism society spiritual development spiritual education substantive suggest Taylor tradition transcendence underpin William Galston
References to this book
The Effective Teaching of Religious Education Brenda Watson,Penny Thompson No preview available - 2006 |