In Teaching to Justice, Citizenship, and Civic Virtue, a group of teachers considers how students learn and what students need in order to figure out what God is requiring of them. The teachers hear from experts in the fields of civic education, the arts, politics, business, technology, and athletics. In addition, they talk about their own learning and what they want students to know about life after high school. This book, along with its discussion questions, will help parents, teachers, school board members, and administrators talk about what it means to help students work toward God's shalom in a broken but redeemed world.

During the last two decades interest in children's development of good citizenship has grown among political and educational theorists in the Western world, leading to much debate about the concept of citizenship education. In this study, a specific approach to citizenship education is proposed, namely a virtue-ethical approach, which explicitly links citizenship education to moral education. From the virtue-ethical point of view, citizenship education is aimed at developing the civic virtues (attitudes that enable citizens to contribute to society), such as justice, tolerance and solidarity. Since this study focuses on teachers in Catholic education, these three virtues have been interpreted from a community-centred, active perspective, which is supposed to fit the normative framework of Catholic schools. The central question of this study is to what extent teachers in Dutch Catholic primary education possess the qualities that are needed to stimulate students' civic virtues, and in what way these qualities can be improved. Two kinds of moral pedagogical teacher behaviour are central: the teachers' modelling behaviour and the way teachers arrange their moral classroom discussions. These two kinds of behaviour will be studied as well as their relationship with the teachers' moral beliefs. Furthermore, a teacher course that is designed to stimulate these two kinds of moral pedagogical behaviour is evaluated. Frank Willems (1979, Boxmeer) lived in Vierlingsbeek, a small town in the south eastern part of the Netherlands, the first twenty-two years of his life. After finishing Teacher Training College in 2002, he moved to Nijmegen to study educational sciences at the Radboud University. The next year, he also started studying philosophy of education at the same university. In 2007 he finished both studies. Since that time, he had been working as a junior researcher at the IKO (Institute for Catholic Education), which is connected to the Radboud University. He was involved in research and he developed tools for schools for the implementation of the insights of his study. Currently, Frank is working as a product coordinator at Examenadviesburo, a small company in Nieuwegein (near Utrecht). He is involved in the development of exams for all kinds of professions (brokers, insurers, accountants, and others).

This book explores the problematic relationship between education, social justice and the State, against the background of comparative education research. The book critiques the status quo of stratified school systems, and the unequal distribution of cultural capital and value added schooling. The authors address one of today’s most pressing questions: Are social, economic and cultural divisions between the nations, between school sectors, between schools and between students growing or declining?

The essays in this volume address the educational issues which arise when national, sub-national, and supra-national identities compete. How can we determine the limits of parental educational rights when the concern of liberalism to protect and promote children's autonomy conflicts with the desire to maintain communal integrity? Given the advances made by the forces of globalization, can the liberal-democratic state morally justify its traditional purpose of forging a cohesive national identity? Or has increasing globalization rendered this educational aim obsolete and morally corrupt? Should liberal education instead seek to foster a sense of global citizenship, even if doing so would suppress patriotic identification? In addressing these and many other questions, the volume examines the theoretical and practical issues at stake between nationalists, multiculturalists, and cosmopolitans in the field of education. The fifteen essays, plus an introductory essay by the editors, provide a genuine, productive dialogue between political and legal philosophers and educational theorists.

A comprehensive philosophical treatment of the virtues and their competing vices. The first four sections focus on historical classes of virtue: the cardinal virtues, the capital vices and the corrective virtues, intellectual virtues, and the theological virtues. A final section discusses the role of virtue theory in a number of disciplines.

Dr Marvin Oxenham expertly uses the genre of the epistolary novel to help the reader understand the nature of character and virtue education and their relationship to theological education. This book will help educators respond to the increasing demands for formational and transformational education and enact concrete virtue related practices. Dr Oxenham draws on a vast array of disciplines, from educational philosophy and political science to theology and andragogy, in this winsome story that explores how global theological education can better contribute to the formation of virtuous students. Written from the perspective of a seasoned educator from the Minority World who engages with correspondence from his friend and peer in the Majority World, this is the honest story of two friends who struggle with their challenges and dreams. Academics will find this book compelling reading that, like good works of fiction, they won’t put down, and, like good reference works, they will return to again and again. This book offers a chance to rediscover an ancient tradition and explore a new frontier in theological education.

Education is a contested topic, and not just politically. For years scholars have approached it from two different points of view: one empirical, focused on explanations for student and school success and failure, and the other philosophical, focused on education’s value and purpose within the larger society. Rarely have these separate approaches been brought into the same conversation. Education, Justice, and Democracy does just that, offering an intensive discussion by highly respected scholars across empirical and philosophical disciplines. The contributors explore how the institutions and practices of education can support democracy, by creating the conditions for equal citizenship and egalitarian empowerment, and how they can advance justice, by securing social mobility and cultivating the talents and interests of every individual. Then the authors evaluate constraints on achieving the goals of democracy and justice in the educational arena and identify strategies that we can employ to work through or around those constraints. More than a thorough compendium on a timely and contested topic, Education, Justice, and Democracy exhibits an entirely new, more deeply composed way of thinking about education as a whole and its importance to a good society.

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

School choice, the leading educational reform proposal in the English-speaking world today, evokes extreme responses-its defenders present it as the saviour; its opponents as the death knell of a fair educational system. Disagreement and vagueness about what constitutes social justice ineducation muddies the debate. The author provides a new theory of justice for education, arguing that justice requires that all children have a real opportunity to become autonomous persons, and that the state use a criterion of educational equality for deploying educational resources. Throughsystematic presentation of empirical evidence, the author argues that existing schemes do not fare well against the criterion of social justice, yet this need not impugn school choice. Brighouse offers a school choice proposal that could implement social justice and explains why other essentialeducational reforms can be compatible with choice.

"The book is beautifully written, elegantly organised and it achieves with splendid efficiency all of the goals that it sets for itself. I recommend it warmly."--Mind "Dagger's book makes a very important contribution to our understanding of citizenship through its clear demonstration that state promotion of civic virtue is compatible with individual autonomy."--Political Studies