Political Perspectives on Church Schools and Religious Education: A discussion of the period from Thatcher to Blair

Making use of material written by British prime ministers, a case is presented for understanding church schools and religious education in a way distinct from that normally utilised in academic discourse. Politicians in democratic countries depend on attracting votes to assume power. They therefore integrate church schools and religious education within existing political positions. Conservative politicans see church schools as being an example of parental choice and religious education as being an aid to moral education. Labour politicians see church schools as contributing to a pluralistic society and aiding the cultural identity of ethnic groups.     

教会学校与安徽教育近代化

19世纪末20世纪初美英等国家的传教士在安徽建立的教会学校,在传播宗教思想、进行思想文化侵略的同时,对安徽传统封建教育的制度、思想、内容产生了强有力的冲击,促进和加快了安徽教育的近代化.     

Common Schools and Uncommon Conversations: Education, Religious Speech and Public Spaces

This paper discusses the role of religious speech in the public square and the common school. It argues for more openness to political theology than many liberals are willing to grant and for an educational strategy of engagement over one of avoidance. The paper argues that the exclusion of religious debate from the public square has dysfunctional consequences. It discusses Rawls's more recent views on public reason and claims that, while they are not altogether adequate, they are consistent with engagement. The outcome of these arguments is applied to three 'hot button' issues in US education: creationism, an issue of gay rights, and teaching the Bible in schools.     

Education for Autonomy: the Role of Religious Elementary Schools

I argue that religious elementary schools whose pedagogical methods satisfy the principle of rational authority have distinctive advantages over secular elementary schools for the purpose of laying the foundations for ethical autonomy in the children of religious parents. Insights from developmental psychology bolster the argument from conceptual analysis. Before children have the cognitive capacities to engage in authentically autonomous reflection, their long‐run interest in developing autonomy is best served by developing their understanding of and provisional identity within their primary culture and by encouraging a limited form of ethical reasoning within the framework provided by that secure cultural identity.     

Philosophy and Educational Research: a reply to David Bridges et al.

It is argued that, contrary to much contemporary opinion, ‘conceptual analysis’ is not to be seen as a particular ‘school’ of philosophical thought beyond which we have now passed. It is, rather, a practice: an inter‐personal engagement which seeks to clarify meaning without making any ‘assumptions’ and without the benefit of ‘theory’. The necessity of this practice for educational research, indeed for any sharing of minds between people, is obvious: the difficulty lies rather in our own impatience and reluctance to engage in it.     

中国特色社区学校建设的可行性研究

一个文明的社区不只是高档住房和大量人口的简单汇集,还需要有文化内涵。社区物质务件的现代化不等同于市民的文明化,一个真正的文明市民要在文化素质层次上实现从农民到城镇居民,从普通城镇居民到文明市民的角色改变,需要完善社区的教育功能。社区教育的基本责任是：以“文化教育”治愚,以“生计教育”救穷,以“卫生教育”强体,以“公民教育”弘德。     

Utilitarianism and Education: a reply to James Tarrant

ABSTRACT This article focuses on Part III of Tarrant's paper, 'Utilitarianism, education and the philosophy of moral insignificance'. His argument that Mill's distinction between higher and lower pleasures appeals to non-utilitarian values is rejected on the grounds that he misconstrues Mill's concept of'content' and fails to give an adequate critique of Mills attempt to distinguish between the quantity and quality of pleasures. An improved criticism is offered, and it is argued that utilitarianism fails through the dependence of happiness itself upon non-utilitarian values. It is concluded that utilitarianism would devalue the role of liberal arts subjects in sensitising pupils to the problematic nature of human happiness.     

论学校职业教育与社区教育的沟通

学校职业教育与社区教育的沟通,是建立学习化社会和终身教育体系的需要,是学校职业教育健康发展的重要途径,是积累社区教育资源、提高社区教育质量的重要方面。其广泛背景是国外社区学院的成功办学经验和我国职业教育的快速发展。其选择形式应包括招生社区化、课程社区化、资源社区化。     

Religious Education: Race,Dreams, and the Guild

Abstract

Introducing dreams of new centers for the guild, this article responds to the 2018 Religious Education Association's annual conference, "Beyond White Normativity." After remarks on embedded whiteness within religious education, I ask, "Can people of color be the center of the guild?" There is an opportunity if the guild focuses on love (specifically self-love for people of color) for a radical transformation of its practices, activities, behaviors, and dreams for religious educators of color and the guild. Can the nightmares caused by white systems of power be turned into dreams for scholars of color to experience love and community?