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Spirituality, education and society: An integrated approach argues the value of spirituality in education as a way to address the lived experiences and personal knowledge of students, with the goal of creating a more holistic, transformative educational process. This edited volume has a wide array of viewpoints which all point to the importance of spirituality in the authors’ personal lives, their communities and society at large. Spirituality is conceptualised as a base from which to challenge dominant forms of knowing, while in the process being able to center and engage with an important aspect of the student that has been missing from current evaluations – their spiritual selves.Within the diversity of this volume it becomes evident that spirituality cannot be confined to a singular definition and that educators must be willing to create spaces to foster spiritual growth and exploration if we are to break away from the commoditized, disempowering system that is so dominant today. This edited collection is a valuable resource for students, practitioners, educators and administrators who wish to engage in transformational schooling. Its multidisciplinary approach engages ideas around critical pedagogy, sociology of education, and inclusive schooling. There is an increasing need for exploring novel paradigms of studying education in the context of the dynamics that straddle social, economic and technological processes that have come to characterize the world in recent years. This book is a timely contribution in this respect as its focus transcends hitherto applied approaches that depend largely on western orientation. The book breaks new grounds in studying education and society that find significant relevance in societies that are marginalized by the dominant western understanding. The authors draw from the rich heritage of spirituality that is akin to the non-western social paradigms to develop a rigorous but creative concept of schooling. I am sure practitioners, researchers and students of education will find it a valuable source of practical and theoretical information that would widen their horizon of understanding of sociology of education. - Tom Mongare Ndege, PhD, Moi University, Kenya The editors have compiled a brilliant collection of essays. Each piece of scholarly work shows how spirituality is a paramount part of our everyday lives and is connected to teaching, learning, living and healing. This is a timely and most relevant work that is sure to spur critical dialogue and discussion. This collection shows that while the spirit may be wounded it can never be broken. - Erica Neeganagwedgin, PhD, University of Toronto.

Education. --- Religion. --- Religious education -- Study and teaching. --- Religious education. --- Religion --- Education --- Social Sciences --- Philosophy & Religion --- Religion - General --- Education, Special Topics --- Religious education --- Transformative learning. --- Study and teaching. --- Philosophy. --- Perspective transformation --- Transformations (Adult learning) --- Transformative education --- Church and education. --- Religion and Education. --- Learning --- Critical pedagogy --- Religion and education. --- Education and church

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Christian church history --- Didactics of religion --- anno 1800-1999 --- anno 2000-2099 --- North America --- Europe --- Church and education --- Church and education. --- History --- Europe. --- United States. --- 372.82 --- 268 <44> <09> --- Godsdienstonderwijs op school --- Catechese. Godsdienstonderwijs--Frankrijk--Geschiedenis van ... --- Conferences - Meetings --- Eglise et éducation --- Congresses --- Histoire --- Congrès --- 372.82 Godsdienstonderwijs op school --- Eglise et éducation --- Congrès --- Education and church --- Education --- Catechese. Godsdienstonderwijs--Frankrijk--Geschiedenis van .. --- Catechese. Godsdienstonderwijs--Frankrijk--Geschiedenis van --- Church and education - Europe - History - Congresses --- Church and education - United States - History - Congresses

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The creation of a secular education system was one of the great social experiments designed to break down religious intolerance within society. One element of this design was administrative, involving the creation of non-denominational schools, and another element involved a centralised curriculum. In this collection of essays, political philosophers, lawyers, sociologists, theologians and educators explore the role of state schools in promoting tolerance within 21st century multicultural, religiously pluralistic societies. How may different models of liberalism in the secular state have different out­comes in relation to religious tolerance in the education system? Does a state education system have a role in teaching values such as tolerance, and if so, how is this best achieved? How are epistemology and truth connected with tolerance? How does the ideal of a ‘value free’ secular education mask the values that the secular state teaches? The essays are written from both theoretical and practical perspectives and engage with each other directly to address one of the significant issues of our day. This is the fourth volume arising from a series of conferences on the theme of ‘Negotiating the Sacred’. Previous volumes have included /Blasphemy and Sacrilege in a Multicultural Society; Blasphemy and Sacrilege in the Arts; and Medicine, Religion and the Body.

Education -- Religious aspects. --- Moral education -- Study and teaching. --- Private schools -- Religion. --- Religion in the public schools -- Study and teaching. --- Religious tolerance -- Study and teaching. --- Toleration -- Study and teaching. --- Church and education. --- Religion in the public schools. --- Education --- Religious tolerance. --- Religious aspects. --- Tolerance, Religious --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Bible in the schools --- Education and church --- Education. --- Religion and Education. --- Toleration --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Church and education --- Church and state --- Public schools --- Religious education --- Religious education of children --- Religion and education.

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In recent decades, education at all levels has been seriously impoverished by a growing obsession with standards, targets, skills and competences. According to this model, only a circumscribed range of basic cognitive skills and competences are the business of education, whose main role is to provide employability credentials for people competing for jobs in the global economy. The result is a one-dimensional, economistic and bleakly utilitarian conception of the educational task. In Mindfulness and Learning: Celebrating the Affective Dimension of Education, Terry Hyland advances the thesis that education stands in need of a rejuvenation of its affective function – the impact it has on the emotional, social, moral and personal development of learners. Drawing on the Buddhist conception of mindfulness, he advances a powerful argument for redressing this imbalance by enhancing the affective domain of learning. Mindfulness and Learning: Celebrating the Affective Dimension of Education shows how the concept and practice of ‘mindfulness’ – non-judgmental, present moment awareness and experience – can enrich learning at all levels. Mindfulness thus contributes to the enhanced achievement of general educational goals, and helps remedy the gross deficiency of the affective/emotional aspects of contemporary theory and practice.  The author outlines a mindfulness-based affective education (MBAE) programme and shows how it might be introduced into educational provision from the early years to adult education with a view to harmonising the cognitive-affective balance across the system.  .

Affective education. --- Mindfulness (Psychology). --- Cognitive learning --- Learning, Psychology of --- Education --- Continuing education --- Social Sciences --- Education, Special Topics --- Theory & Practice of Education --- Philosophy --- Education. --- Learning. --- Learning process --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Educational psychology. --- Church and education. --- Lifelong learning. --- Adult education. --- Lifelong Learning/Adult Education. --- Educational Psychology. --- Educational Philosophy. --- Religion and Education. --- Philosophy. --- Psychology. --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Comprehension --- Religion and education. --- Psychology, Educational --- Psychology --- Child psychology --- Adults, Education of --- Education of adults --- Open learning --- Education—Psychology. --- Education—Philosophy. --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Adult education --- Education and church