Educational Philosophy For A Post Secular Age

Educational Philosophy for a Post-secular Age reinterprets post-secular insights for educational theory by recognising that the persistence of religion in contemporary life raises new questions about the place of religion in education. Two common assumptions are critically examined: first, that the better educated a society becomes, the more secular it becomes, and second, that religion can and should be separated from public education. For too long, religion has had an uneasy relationship with education, being seen either as a foreign invader, a problem to be solved, or as a mechanism by which to reinforce particular religious, cultural or national identities. In order to move educational theory beyond the debates about indoctrination and competing rights between parents, children and nation states, the argument undercuts rationalist conceptions of religion and education that tend to frame the debates in terms of competing truth claims or worldviews. Drawing on a diverse range of theological, philosophical and educational sources, this book demonstrates the continuing significance of the Christian mystical tradition to educational theory. It proposes an exploration of democratic education that brings together two apparently irreconcilable poles: the meaning of religion in education and contemporary life, and the need for a deliberative democratic process that is fit for the post-secular age. It argues that religious literacy can be served by democratic encounters in public religious education. Educational Philosophy for a Post-secular Age will be of interest to researchers, academics and postgraduate students in the fields of the philosophy of education, philosophy of religion, education policy, politics, anthropology and cultural theory. It will particularly appeal to those, of both secular and religious persuasions, interested in the place of religion in education and public life.

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.

Educational Philosophy for a Post-secular Age reinterprets post-secular insights for educational theory by recognising that the persistence of religion in contemporary life raises new questions about the place of religion in education. Two common assumptions are critically examined: first, that the better educated a society becomes, the more secular it becomes, and second, that religion can and should be separated from public education. For too long, religion has had an uneasy relationship with education, being seen either as a foreign invader, a problem to be solved, or as a mechanism by which to reinforce particular religious, cultural or national identities. In order to move educational theory beyond the debates about indoctrination and competing rights between parents, children and nation states, the argument undercuts rationalist conceptions of religion and education that tend to frame the debates in terms of competing truth claims or worldviews. Drawing on a diverse range of theological, philosophical and educational sources, this book demonstrates the continuing significance of the Christian mystical tradition to educational theory. It proposes an exploration of democratic education that brings together two apparently irreconcilable poles: the meaning of religion in education and contemporary life, and the need for a deliberative democratic process that is fit for the post-secular age. It argues that religious literacy can be served by democratic encounters in public religious education. Educational Philosophy for a Post-secular Age will be of interest to researchers, academics and postgraduate students in the fields of the philosophy of education, philosophy of religion, education policy, politics, anthropology and cultural theory. It will particularly appeal to those, of both secular and religious persuasions, interested in the place of religion in education and public life.

Global Secularisms addresses the state of and prospects for secularism globally. Drawing from multiple fields, it brings together theoretical discussion and empirical case studies that illustrate "on-the-ground," extant secularisms as they interact with various religious, political, social, and economic contexts. Its point of departure is the fact that secularism is plural and that various secularisms have developed in various contexts and from various traditions around the world. Secularism takes on different social meanings and political valences wherever it is expressed. The essays collected here provide numerous points of contact between empirical case studies and theoretical reflection. This multiplicity informs and challenges the conceptual theorization of secularism as a universal doctrine. Analyses of different regions enrich our understanding of the meanings of secularism, providing comparative range to our notions of secularity. Theoretical treatments help to inform our understanding of secularism in context, enabling readers to discern what is at stake in the various regional expressions of secularity globally. While the bulk of the essays are case-based research, the current thinking of leading theorists and scholars is also included.

The Routledge Handbook of Postsecularity offers an internationally significant and comprehensive interdisciplinary collection which provides a series of critical reviews of the current state of the art and future trends in philosophical, theoretical, and conceptual terms. The volume likewise presents a range of empirical knowledges and engagements with postsecularity. A critical yet sympathetic dialogue across disciplinary divides in an international context ensures that the volume covers a wide and interrelated intellectual and geographical scope. The editor’s introduction with Klaus Eder offers a robust foundation for the volume, setting out the central aims and objectives, the rationale for the contributions, and an outline of the structure. Thorny issues of normativity and empirical challenges are highlighted for the reader. The handbook comprises four interrelated sections. Part I: Philosophical meditations discusses postsecularity from philosophical standpoints, and Part II: Theological perspectives presents contributions from a variety of theological viewpoints. Part III: Theory, space, social relations contains pieces from geography, planning, sociology, and religious studies that delve into theoretically informed empirical implications of postsecularity. Part IV: Political and social engagement offers chapters that emphasize the political and social implications of the debate. In the Afterword, Eduardo Mendieta joins the editor to reflect on the notion of reflexive secularization across the volume as a whole, alluding to new lines of inquiry. The handbook is an invaluable guide for graduate and advanced undergraduate teaching, and a key reference for students and scholars of human geography, sociology, political science, applied philosophy, urban and public theology, planning, and urban studies.

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg

In this field-defining work edited by educational theorist and political organizer Derek R. Ford, emerging and leading activists, organizers, and scholars assemble a collective body of concepts to interrogate, provoke, and mobilize contemporary political, economic, and social struggles.

Religion and Education: The Forgotten Dimensions of Religious Education? explores fundamental questions about the role of religion and education in contemporary religious education. Drawing from a range of educational and religious traditions and perspectives, it investigates the future of religious education for all.