Common Faith: Education, Spirituality and the StateAshgate, 1998 - 217 páginas 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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Página 65
... merely incomplete since it works with a view of human agency that has no source or genealogy since it lacks the historical dimension , mentioned earlier . Agency , on the voluntaristic view , is consequently a liberation from the ...
... merely incomplete since it works with a view of human agency that has no source or genealogy since it lacks the historical dimension , mentioned earlier . Agency , on the voluntaristic view , is consequently a liberation from the ...
Página 66
... merely the domain of action . It rather identifies both the sources and the overall direction of human action and therefore has personal , social and temporal aspects that are largely hidden from view when any action is described . The ...
... merely the domain of action . It rather identifies both the sources and the overall direction of human action and therefore has personal , social and temporal aspects that are largely hidden from view when any action is described . The ...
Página 71
... merely historical interest . It is to this task that I will now turn as an essential step in the exposition of my suggested account of common spirituality . Accepting that Dewey's account of human experience does recognise transcendent ...
... merely historical interest . It is to this task that I will now turn as an essential step in the exposition of my suggested account of common spirituality . Accepting that Dewey's account of human experience does recognise transcendent ...
Contenido
Agency Experience and Common Spirituality | 35 |
2 | 44 |
5 | 52 |
Derechos de autor | |
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Términos y frases comunes
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
Referencias a este libro
The Effective Teaching of Religious Education Brenda Watson,Penny Thompson Sin vista previa disponible - 2006 |