The study of religious education is of great interest in analyzing how schools and educational authorities address the demands of multicultural and multi-religious societies and states. As diversity increases through migration, globalization and conflicts, schools are faced with equally diverse challenges, one of which is the religious and cultural diversity that characterizes schools and communities. While many studies have focused on this change and its impact in politics, school and classroom, relatively few have focused on how teachers and educators have fared. Sitting between the new policies and school demographics, teachers and educators have shaped the policy in their engagements. The study of life trajectories shows that the lines between religion and religious education are blurred in personal life histories, and that positions can shift due to personal and contextual developments. They point to the innovative and unexpected turns that individuals trace in their personal life journeys. This book reminds us that we need to pay more attention to the teachers, principals, managers and public intellectuals who shape and are shaped by the changing context of religion and religious education. This book was originally published as a special issue of Religion & Education.

Whether formally incorporated into curriculum and teacher training or informally integrated in contexts such as state or NGO initiatives dealing with resolving social, ethnic, and religious conflicts, peace education is increasingly recognized as a critical component in addressing violence in contemporary plural societies. Peace education can constructively undertake a reframing of historical narratives while inspiring practical community activities. An important, but insufficiently studied and theorized aspect of peace education is the role of religion. The challenge to peace education in today’s globalized, diverse, mobile, and religiously pluralistic world is to be able to take both complex global and distinctive local situations into account. The contributions to this integrative collection of essays provide exactly these local and global perspectives on the state of peace education and its relationship to religion across pedagogy and curriculum, state policies, and activism within societies on the front lines of resolving internal conflicts, whether historical or recent, that often reflect aspects of religious identities.

This timely book offers a critically important contribution to debates around the meeting place of religious and secular worldviews in education. Edited by five leading figures in the field, and drawing on expert international scholarship and research, the book provides cutting-edge analysis that bridges the religious and secular in global educational contexts. Considering the role of the United Nations, UNESCO, OECD and PISA in varied international contexts, the book draws on critical analysis of primary empirical research and secondary critique to offer a coherent blend of theoretically complex yet practical analysis of policy implementation. Throughout this accessible and logically structured volume, the authors assert that the meeting place of religious and secular worldviews is one of the most important and pressing issues for religion in education. As a field-defining work of research into education, religion and worldviews, the book will be essential reading for scholars, researchers and postgraduate students in the fields of religious education, religious studies, philosophy of education and international education.

From the founding of Harvard College in 1636 as a mission for training young clergy to the landmark 1968 Supreme Court decision in Epperson v. Arkansas, which struck down the state's ban on teaching evolution in schools, religion and education in the United States have been inextricably linked. Still today new fights emerge over the rights and limitations of religion in the classroom. The Oxford Handbook of Religion and American Education brings together preeminent scholars from the fields of religion, education, law, and political science to craft a comprehensive survey and assessment of the study of religion and education in the United States. The essays in the first part develop six distinct conceptual lenses through which to view American education, including Privatism, Secularism, Pluralism, Religious Literacy, Religious Liberty, and Democracy. The following four parts expand on these concepts in a diverse range of educational frames: public schools, faith-based K-12 education, higher education, and lifespan faith development. Designed for a diverse and interdisciplinary audience, this addition to the Oxford Handbook series sets for itself a broad goal of understanding the place of religion and education in a modern democracy.

The present volume of the Kampen research group in practical theology and ethics reflects on some striking results of quantitative and qualitative research among Dutch students of Christian teacher colleges. Most of the students, who are preparing for the profession of primary school teacher, make hardly any reference to religious concepts such as salvation or evil. Three interviews bring to light interesting constructions of biography, religion and faith, in which relations with parents, friends, and fellow students along with the struggle for a coherent (religious) view on life figure prominently.

This book is a unique collection of interdisciplinary articles that argue for religious education to be directed primarily towards the spiritual insofar as it is part of a flourishing human life. The articles address this issue from the perspectives of theory, different religious traditions and innovative teaching and learning practices.

Christianity regards teaching as one of the most foundational and critically sustaining ministries of the Church. As a result, Christian education remains one of the largest and oldest continuously functioning educational systems in the world, comprising both formal day schools and higher education institutions as well as informal church study groups and parachurch ministries in more than 140 countries. In The Encyclopedia of Christian Education, contributors explore the many facets of Christian education in terms of its impact on curriculum, literacy, teacher training, outcomes, and professional standards. This encyclopedia is the first reference work devoted exclusively to chronicling the unique history of Christian education across the globe, illustrating how Christian educators pioneered such educational institutions and reforms as universal literacy, home schooling, Sunday schools, women’s education, graded schools, compulsory education of the deaf and blind, and kindergarten. With an editorial advisory board of more than 30 distinguished scholars and five consulting editors, TheEncyclopedia of Christian Education contains more than 1,200 entries by 400 contributors from 75 countries. These volumes covers a vast range of topics from Christian education: History spanning from the church’s founding through the Middle Ages to the modern day Denominational and institutional profiles Intellectual traditions in Christian education Biblical and theological frameworks, curricula, missions, adolescent and higher education, theological training, and Christian pedagogy Biographies of distinguished Christian educators This work is ideal for scholars of both the history of Christianity and education, as well as researchers and students of contemporary Christianity and modern religious education.

The Congressional Record is the official record of the proceedings and debates of the United States Congress. It is published daily when Congress is in session. The Congressional Record began publication in 1873. Debates for sessions prior to 1873 are recorded in The Debates and Proceedings in the Congress of the United States (1789-1824), the Register of Debates in Congress (1824-1837), and the Congressional Globe (1833-1873)

A new translation into modern American English directly from the original Russian manuscript. This edition contains an Afterword by the translator, a timeline of Tolstoy's life and works, and a glossary of philosophic terminology used throughout Tolstoy's literature and philosophy. First published in 1887, The Way of Life by Leo Tolstoy is a collection of parables and reflections on the great philosophers and religious thinkers of history. Tolstoy distills the wisdom of authors ranging from Plato and Epictetus to Schopenhauer, Kant, Lessing, and the German mystic Angelus Silesius to Emerson, Thoreau, and every religious leader in the world. Tolstoy explores love, morality, suffering, and the quest for meaning through these narratives. Each section distills the wisdom of historical thinkers in easy-to-understand bites. The literary merit of the book lies in Tolstoy's poignant narrative style and his ability to evoke deep emotions in the reader. Its historical impact is evident in its enduring popularity, touching the hearts and minds of readers across generations. "The Way of Life" is a timeless classic on the human spirit and a testament to Tolstoy's enduring legacy as one of the greatest literary minds in history.

Americans' awareness of Islam and Muslims rose to seemingly unprecedented heights in the immediate aftermath of September 11, 2001, but this is not the first time they have dominated American public life. Once before, during the period of the Iranian revolution and hostage crisis of 1979 to 1981, Americans found themselves targeted as a consequence of a militant interpretation of Islam. Daniel Pipes wrote In the Path of God in response to those events, and the heightened interest in Islam they generated. His objective was to present an overview of the connection between in Islam and political power through history in a way that would explain the origins of hostility to Americans and the West. Its relevance to our understanding of contemporary events is self evident. Muslim antagonism toward the West is deeply rooted in historical experience. In premodern times, the Islamic world enjoyed great success, being on the whole more powerful and wealthier than their neighbors. About two hundred years ago, a crisis developed, as Muslims became aware of the West's overwhelming force and economic might. While they might have found these elements attractive, Muslims found European culture largely alien and distasteful. The resulting resistance to Westernization by Muslims has deep roots, has been more persistent than that of other peoples, and goes far to explain the deep Muslim reluctance to accept modern ways. In short, Muslims saw what the West had and wanted it too, but they rejected the methods necessary to achieve this. This, the Muslim trauma, has only worsened over the years. "Scholarly, far-ranging, and thoughtful... the debate is interesting, and Pipes has made a stimulating contribution to it."-The New Republic "Brilliant, authoritative... demonstrates encyclopedic knowledge of Muslim intellectual history... Few other writers have explained so lucidly such complex developments in Muslim history."-The Washington Post "He has resisted a widespread tendency to translate Muslim self-expression into social science jargon as unintelligible as any mosque harangue. His unadorned interpretation strikes a judicious balance between faithfulness to sources and clarity of presentation."-The American Spectator Daniel Pipes is director of the Middle East Forum and a columnist for the New York Post and the Jerusalem Post. Among his books are The Long Shadow: Culture and Politics in the Middle East (published by Transaction), Greater Syria: The History of an Ambition, Friendly Tyrants: An American Dilemma, and The Rushdie Affair: The Novel, the Aftermath and the West.