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 32
... things are the only real and important things . This might be considered a very real possibility in our society where such a view is promoted actively by powerful agencies . On something like these grounds the educational importance of ...
... things are the only real and important things . This might be considered a very real possibility in our society where such a view is promoted actively by powerful agencies . On something like these grounds the educational importance of ...
Página 61
... things which the strong inescapablity thesis rules out since on that view the logical priority must run from the social to the individual . The form of the Wittgensteinian argument that is used by Taylor here and which is to be found in ...
... things which the strong inescapablity thesis rules out since on that view the logical priority must run from the social to the individual . The form of the Wittgensteinian argument that is used by Taylor here and which is to be found in ...
Página 98
... things to be tolerated and reformed . Where possible the influence of such institutions will be restricted . 56 The SDL ideology will be opposed by those who feel that these things are important aspects of the good society and that the ...
... things to be tolerated and reformed . Where possible the influence of such institutions will be restricted . 56 The SDL ideology will be opposed by those who feel that these things are important aspects of the good society and that the ...
Contenido
Agency Experience and Common Spirituality | 35 |
2 | 44 |
5 | 52 |
Derechos de autor | |
Otras 6 secciones no mostradas
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 |