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This book analyzes the changes and shifts in religious education in Europe over the past 50 years. In a post-secular age, it has become increasingly difficult to make sharp distinctions between what is religious and non-religious, confessional and non-confessional. Reforms in religious education in Sweden in the 1960s appeared as part of a process of wider secular liberalization, giving more credence to the idea of absolute neutrality in religious education. However drastic shifts in society, culture and the European religious landscape raise the need for a reevaluation of the foundations of religious education. Drawing on a range of case studies from across Europe, this book will appeal to students and scholars of religious education as well as post-secular education more generally.

Church and education. --- Philosophy and social sciences. --- Education—Philosophy. --- Secularism. --- Educational sociology . --- Education and sociology. --- Educational sociology. --- Religion and Education. --- Philosophy of Education. --- Educational Philosophy. --- Sociology of Education. --- Ethics --- Irreligion --- Utilitarianism --- Atheism --- Postsecularism --- Secularization (Theology) --- Social sciences and philosophy --- Social sciences --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education --- Education and church --- Aims and objectives --- Philosophy.

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"This invitation to rethink mathematics teaching as a caring mode of being challenges the terms of popular debate, as it compels educators to rethink their relationships to learners, their social and cultural responsibilities, the discipline’s relevance and vibrancy, and the complex and intricate workings of the world that surpass perception and comprehension." —Professor Brent Davis, University of Calgary, Canada "In the prevailing educational climate which privileges whole school targets, this book refreshingly introduces to, (or reminds), the reader of the possibility, in ordinary classrooms, of giving equal weight to the care of the student and the care of mathematics... the author intends to offer the reader insight and perhaps permission to identify with those for whom teaching is ‘who they are, not a performance’." —Professor Lynne McClure, University of Cambridge, UK This book investigates the process of care in mathematics teaching. The author proposes transformative educational spaces in which learning mathematics, rather than consisting of a repetitive grind of exercises and facts, can become a part of learner identity. This book describes examples of mathematics teachings in a wide range of contexts and pedagogies, coordinated to identify common features where care for mathematical learning and thinking is combined with care for learners. Along with detailing caring mathematics education practices in alternative spaces, the author demonstrates similar practices alive even with the current mainstream spaces of acquisition and performance. Care is integrated through listening, and developing responsive and trusting relationships. It will be of interest to scholars of mathematics education, as well as pre-service and in-service teachers and teacher educators. Anne Watson is Professor Emerita of Mathematics Education at the University of Oxford, UK. She taught for 13 years in comprehensive schools in disadvantaged areas using a variety of pedagogic approaches. Since retirement she has worked extensively with teachers, teacher educators and curriculum projects focusing on pedagogy, learning and curriculum with a concern for social justice.

Mathematics --- Alternative education. --- Study and teaching --- Social aspects. --- Nontraditional education --- Education --- Educational innovations --- Alternative schools --- Math --- Science --- Experimental methods --- Mathematics. --- Social sciences. --- Alternative Education. --- Mathematics Education. --- Philosophy of Mathematics. --- Mathematics in the Humanities and Social Sciences. --- Philosophy of Education. --- Educational Philosophy. --- Study and teaching . --- Philosophy. --- Behavioral sciences --- Human sciences --- Sciences, Social --- Social science --- Social studies --- Civilization --- Logic of mathematics --- Mathematics, Logic of

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This book explores the concept and facilitation of critical reflection and its implications for professional practice. It draws on the author’s own extensive experience to demonstrate how reflective processes involving metaphor and imagery, as well as critique, can be used not only to understand and articulate key values underpinning professional practice and to generate new theoretical models, but to explore one's own worldview, including the ultimate question: 'Who am I?’. The author incorporates practical examples of reflection-through-writing and other reflective techniques which illustrate how ideas about critical reflection, transformative learning, authenticity and spirituality are intricately entwined within theories and practices of adult learning and professional development. The book highlights the importance of understanding the relationship between personal worldviews, values and professional practice. It draws on the concepts of vocation and professional psychological wellbeing to consider what it means to act authentically as a professional within an audit culture. The book will be invaluable for practitioners, academics and students interested in critical reflection, educational inquiry, autoethnography and the use of the self in and as research, the nature and use of metaphor, and the development of worldviews.

Ensenyament reflexiu --- Pensament crític --- Esperit crìtic --- Crítica --- Pensament --- Pensament crític en els infants --- Pensament únic --- Raonament (Psicologia) --- Educació reflexiva --- Pedagogia reflexiva --- Ensenyament --- Autoavaluació --- Participació dels estudiants en els centres docents --- Critical thinking. --- Critical reflection --- Reflection (Critical thinking) --- Reflection process --- Reflective thinking --- Thinking, Critical --- Thinking, Reflective --- Thought and thinking --- Reflective learning --- Evaluative thinking --- Education --- Continuing education. --- Educational Philosophy. --- Philosophy of Education. --- Lifelong Learning. --- Philosophy. --- Lifelong education --- Lifelong learning --- Permanent education --- Recurrent education --- Adult education

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This book is a collection of leading international authors in the field of music education taking the concept of 'craft' as a starting point to deconstruct and reconstruct their understanding of the practices and theories of music education. Their insights draw from deep wells of resources located in historical, philosophical, epistemological, musicological and educational traditions that lead to rich and complex insights on the evolving field of music education. In so doing, they generate a constellation of new understandings and illustrations of what crafts can mean in this field. Historically, the idea of craft was typically associated with a skill or experience in knowing how to do or make something, or an activity of some kind that requires specific professional skills. In Old Norse, the concept for craft was kraptr, meaning strength and virtue, while Old English and continental use was associated with power and physical strength, as well as skill. When these definitions of ‘crafts’ are infused into contemporary understandings of the field of music education as a professional field, a whole new set of possible interpretations are unearthed. Such insights are not exhaustive, but rather, point the way in which this professional, diverse, inclusive and ambiguous field might continue to evolve in the 21st century.

Music --- Instruction and study. --- Education, Musical --- Music education --- Musical education --- Musical instruction --- Study and teaching --- Ensenyament de la música --- Aprenentatge de la música --- Educació musical --- Ensenyament musical --- Instrucció musical --- Ensenyament --- Apreciació musical --- Conservatoris de música --- Didàctica de la música --- Educació de l'oïda --- Escoles de música --- Interpretació musical --- Anàlisi musical --- Audicions musicals --- Exercicis musicals --- Llenguatge musical --- Art --- Education --- Teachers --- Creativity and Arts Education. --- Philosophy of Education. --- Teaching and Teacher Education. --- Study and teaching. --- Philosophy. --- Training of. --- Teacher education --- Teacher training --- Teachers, Training of --- Art education --- Education, Art --- Art schools --- Analysis, interpretation, appreciation

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This handbook is an important reference work in understanding education systems in the South Asia region, their development trajectory, challenges and potential. The handbook includes the SAARC (South Asian Association for Regional Cooperation) countries for discussion---Afghanistan, Pakistan, India, Nepal, Bhutan, Bangladesh, and Sri Lanka---while also considering countries such as Myanmar and the Maldives that have considerable shared history in the region. Such a comparative perspective is largely absent within the literature given the present paucity of intra-regional interaction. South Asian education systems are viewed primarily through a development lens in terms of inequalities, challenges and responses. However, the development of modern institutions of education and the challenges that it faces requires cultural and historical understanding of indigenous traditions as well as indigenous modern thinkers and education movements. Therefore, this encompassing referenc e work covers indigenous education traditions, formal education systems, including school and preschool education, higher and professional education, education financing systems and structures, teacher education systems, addressing huge linguistic and other diversities, and marginalization within the formal education system, and pedagogy and curricula. All the countries in this region have their own unique geographical, cultural, economic and political character and histories of interest and significance, and have responded to common issues such as overcoming the colonial legacy, language diversity, or girls’ education, or minority rights in education, in uniquely different ways. The sections therefore include country-specific perspectives as far as possible to highlight these issues. Internationally renowned specialists of South Asian education systems have contributed to this important reference work, making it an invaluable resource for researchers and students of education interested in South Asia. .

Política educativa --- Àsia del Sud --- Educació i Estat --- Política social --- Beques --- Comunitat i escola --- Dret a l'educació --- Administració escolar --- Economia de l'educació --- Escola única --- Legislació educativa --- Política de la joventut --- Àsia meridional --- Orient --- Bangla Desh --- Bhutan --- Índia --- Maldives --- Nepal --- Pakistan --- Sri Lanka --- Education --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Education and state. --- Educational sociology. --- Educational Policy and Politics. --- Sociology of Education. --- Philosophy of Education. --- Philosophy. --- Education and sociology --- Social problems in education --- Society and education --- Sociology, Educational --- Sociology --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Aims and objectives --- Government policy