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Alternative Voices
When scholarship presents the histories, belief systems, and ritual patterns of specific religious groups, it often privileges victorious and élite fractions of those communities to the detriment and neglect of alternative, dissonant, and resurgent voices. The contributions in this volume, which include case studies on various religious and academic contexts, illustrate the importance of listening to those alternative voices for the study of religion.
Readiness for Religion
In this study, first published in 1965, the author explores the implications of research for an alternative approach to religious education. The book deals with the psychological bases of religious development, reviewing the natural limitations as well as the basic needs of the young, and how religious education should be affected by educational theory and practice. The author also examines what content and methods of teaching are consistent with the healthy development of children and adolescents. Teachers in schools, students in training, lecturers, clergy and ministers, and local education authority committees will welcome the book as an important aid to the task of rethinking syllabuses and the need for more child-centred methods of teaching.
Alternative Voices
When scholarship presents the histories, belief systems, and ritual patterns of specific religious groups, it often privileges victorious and élite fractions of those communitiesto the detriment and neglect of alternative, dissonant, and resurgent voices. The contributions in this volume, which include case studies on various religious and academic contexts, illustrate the importance of listening to those alternative voices for the study of religion.
Alternative Salvations
By considering transformative ideas and experiences which are explicitly articulated or implicitly structured in languages of religion and spirituality, Alternative Salvations probes concepts including 'religious', 'secular', 'spiritual', 'post-Christian', and 'post-secular', providing a series of studies which question the functionality of these broad categories. Part one draws on contemporary salvation narratives showing how current cultural forms, social practices and secular discourses are influenced by, or are interpreted through, the lens of religious and theological accounts of salvation. Examples include twelve step recovery programs, drug culture, and public policy surrounding HIV-A...
Learning to Deliberate in Religious Education
Religious and moral pluralism is intrinsic to present-day society. Pluralism includes both the diversity of religions and worldviews (external pluralism), and the diverse conceptions of a transcendent reality and a good life within religions (internal pluralism). This book deals with the challenges this pluralism poses for Christian adult education. The goal is to form a clearer picture of how educators deal with pluralism in their practice. The premise is that this is particularly evident in the goal orientations and the educational methods they choose. This book presents a typology of religio-moral education which is empirically tested in the Catholic context in the Netherlands. It explores the goal orientations and methods of religious and moral educators, and examines the crucial relation between them. The educator's choices are also evaluated in the light of a considered approach to pluralism. Isolde Driesen (1971) worked as a junior researcher at the Faculty of Theology of the Radboud University Nijmegen on the research-project Pluralism and Christian adult education.
America's Alternative Religions
This is a single-volume source of reliable information on the most important alternative religions, covering for each such essentials as history, theology, impact on the culture, and current status. The chapters of the book were written by experts who study the movements they have written about.
Religious Education at Schools in Europe
The project "Religious Education at Schools in Europe" (REL-EDU), which is divided up into six volumes (Central Europe, Western Europe, Northern Europe, Southern Europe, South-Eastern Europe, Eastern Europe), aims to research the situation with regard to religious education in Europe. The second volume outlines the organisational form of religious education in the countries of Western Europe (England, Ireland, Northern Ireland, Scotland, Wales, Belgium, France, Luxembourg, Netherlands). This is done on the basis of thirteen key issues, which allows specific points of comparison between different countries in Europe. Thereby the volume focusses the comparative approach and facilitates further research into specific aspects of the comparison.
Religion, Education and Post-Modernity
This book, the first to explore religious education and post-modernity in depth, sets out to provide a much needed examination of the problems and possibilities post-modernity raises for religious education. At once a general introduction to this topic and a distinctive contribution to the debate in its own right, Religion, Education and Post-modernity explores and illuminates the problems, and possibilities opened up for religious education by postmodern thought and culture. The book describes the emergence of post-modernity, considers the impact of post-modernity on religion, addresses its impact on the philosophy of religion and considers the nature of religious education in the post-modern world. Andrew Wright argues that, although post-modernity has much to offer the religious educator, there are also many pitfalls and dangers to be avoided. Steering clear of the extreme of post-modern hyper-realism, he constructs a religious pedagogy sensitive to post-modern concerns for alterity, difference and the voice of the Other, whilst insisting on the importance of reasons in cultivating religious literacy.
