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This book is an inter-disciplinary endeavour. Encompassing education and basic research, it discusses the modular-curriculum embodied in The Epistle from educational, historical, sociolinguistic, anthropological, phenomenological, and non-sectarian perspectives. It shows the cross-boundary philosophical reasoning and pedagogic dimensions of St. Paul as a great teacher and thinker from the Jewish-and-Christian faith. In doing so, this book refocuses academia’s attention on the inevitable antimonic nature inherent in humans’ efforts to create systemic knowledge. Knowledge about the inner aesthetic and volitional-interpretative self – the immanent psychic “I” – and other philosophical aspects of the realm of the transcendental should be rescued from the deepening trends of secularity. Being strong, powerful, productive, and performative should not be taken as the indisputable and exclusive aim of education. Science, Technology, Engineering, and Mathematics (STEM) do not constitute a sufficient basis for building a better humanity. Education via public curriculums ought to serve both the belly and the mind. Deliberative curricular recalibrations, with rationales for grace, are thus needed for a better future for humanity.... This book is relevant for anyone with a core fascination about truths, values, epistemologies, life, spirituality, and holistic human development. It can also be used as a textbook or a reference in a number of fields including counselling, psychology, translation, cultural studies, and theology.

Education --- Curricula --- Philosophy. --- Religion and education. --- Education-History. --- Religion and Education. --- Philosophy of Education. --- Educational Philosophy. --- History of Education. --- Church and education. --- Philosophy and social sciences. --- Education—Philosophy. --- Education—History. --- Social sciences and philosophy --- Social sciences --- Education and church

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This volume is a collection of essays by former students of Judith Berling based on her revolutionary interreligious pedagogy. Her pedagogy can be summarized as a student centered, collaborative, and engaging teaching and learning process sparked by various ways of boundary-crossing. In this enterprise, each chapter explores the importance of understanding and negotiating “differences” through dialogue. The authors provide theoretical frameworks for engagements across conventional borders, and explore how the collaborative teaching model can be utilized in various teaching settings. As an example of her dialogical approach, Judith Berling herself provides a response to the chapters.

Education --- Study and teaching. --- Education. --- Religions. --- Spirituality. --- Church and education. --- Religion and Education. --- Comparative Religion. --- Education and church --- Spiritual-mindedness --- Philosophy --- Religion --- Spiritual life --- Comparative religion --- Denominations, Religious --- Religion, Comparative --- Religions, Comparative --- Religious denominations --- World religions --- Civilization --- Gods --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Religion and education.

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The authors of this volume examine theory and practice regarding past and present roles of Jewish, Christian and Islamic religious education in nurturing tolerance, interpreted as mutual respect for and recognition of other groups, in Eastern (Albania, Bulgaria, Kosovo, Macedonia, Moldova, Montenegro and Romania) and Western (Finland, Germany, Italy, Latvia and Spain) Europe, Israel, Nigeria and Uzbekistan. They also explore potential roles of religion and exclusivism in fostering (Islamic state, NGOs, etc.), but also averting (Islamic legal theory, authority, Sufism, etc.) radicalization, and of secular states in allowing, but also banning minority religious education in public schools. With contributions from Friedrich Schweitzer, Martin Rothgangel, Gerhard Langer, Daniela Stan, Arto Kallioniemi, Juan Ferreiro Galguera, Maria Chiara Giorda, Rossana M. Salerno, Viorica Goraş-Postică, Constantin Iulian Damian, Valentin Ilie, Dzintra Iliško, Ayman Agbaria, Zilola Khalilova, Raid al-Daghistani, Osman Taştan, Moshe Ma’oz, Adriana Cupcea, Muhamed Ali, Rüdiger Lohlker and Dele Ashiru. The Editors Ednan Aslan is the Chair of Islamic Theological studies at the University of Vienna where he is a Professor for Islamic Education. Margaret Rausch is scholar, researcher and university instructor in the field of Islamic and Religious Studies.

Religious education --- Philosophy. --- Religious education (Theology) --- Religion and sociology. --- Islam-Doctrines. --- Religion and education. --- Judaism-Doctrines. --- Theology. --- Sociology of Religion. --- Islamic Theology. --- Religion and Education. --- Jewish Theology. --- Christian Theology. --- Religion and society --- Religious sociology --- Society and religion --- Sociology, Religious --- Sociology and religion --- Sociology of religion --- Sociology --- Christian theology --- Theology --- Theology, Christian --- Christianity --- Religion --- Islam—Doctrines. --- Church and education. --- Judaism—Doctrines. --- Education and church --- Education

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This book offers a Christian engagement with the realities of academic life and work. Examining this topic from intellectual, institutional and spiritual perspectives, the author explores how the two identities – as a Christian and an academic – can both coexist and complement one another. The author provides a ‘road map’ for academics demonstrating the interaction between religious faith and the responsibilities, challenges and opportunities of university scholarship and teaching. Addressing questions such as the contentious nature of religious faith in the university environment, the expression of faith within the role of professor, and the consequences of consecrating oneself to learning, this pioneering and practical volume will be relevant to Christian scholars in any academic discipline.

Church and college. --- Education, Higher --- College students --- Higher education --- College and church --- Religious aspects --- Christianity. --- Education --- Education. --- Religion and sociology. --- Philosophy and social sciences. --- Church and education. --- Religion and Education. --- Educational Philosophy. --- Philosophy of Education. --- Sociology of Religion. --- Religion and Society. --- Philosophy. --- Postsecondary education --- Universities and colleges --- Religion and education. --- Religion and society --- Religious sociology --- Society and religion --- Sociology, Religious --- Sociology and religion --- Sociology of religion --- Sociology --- Education—Philosophy. --- Social sciences and philosophy --- Social sciences --- Education and church

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This book explores the position of Muslim schools in contemporary Britain. A Critical Race Theory approach is used to consider some of the specific issues faced by Muslim schools, in particular those looking to become state-funded. The book provides a critically considered and meaningful application of a theory of 'race' to Muslims as a religious community, without restricting the analysis to minority ethnic Muslim groups; it also provides a counter-narrative which contests assumptions about Muslim schools presented in the media and in public debates more generally. These insights are positioned against current political climates within which Muslims have been consistently subjected to surveillance and suspicion. The book draws on first-hand research carried out inside Muslim schools to offer insights into the ways that these schools cater to diverse and locally-specific needs. It concludes by arguing that independent Islamic schools represent ideal models of community need. Therefore, bringing such schools into the state sector, in a way that allows them to retain autonomy, represents an ideal strategy for the educational and political enfranchisement of British Muslims. Muslim schooling represents an opportunity for increased state investment in Muslim interests as a strategy for offsetting the ways in which Muslim communities have been marginalised more generally in contemporary political climates. The book will make compelling reading for students and researchers in the fields of Education, Sociology, and Religious Studies, particularly those with an interest in faith schools, Islam, and Critical Race Theory.

Education. --- Islam. --- Educational policy. --- ducation and state. --- Educational sociology. --- Church and education. --- Education and sociology. --- Sociology, Educational. --- Religion and Education. --- Sociology of Education. --- Educational Policy and Politics. --- Ethnicity in Education. --- Schools and Schooling. --- Islamic religious education --- Muslims --- Education --- Muslim religious education --- Religious education, Islamic --- Islamic education --- Religious education --- Mohammedans --- Moors (People) --- Moslems --- Muhammadans --- Musalmans --- Mussalmans --- Mussulmans --- Mussulmen --- Religious adherents --- Islam --- Religion and education. --- Schools. --- Mohammedanism --- Muhammadanism --- Muslimism --- Mussulmanism --- Religions --- Public institutions --- Public schools --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Aims and objectives --- Education and state. --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Education and church --- Government policy