WHAT UNIVERSITY PRESIDENTS THINK OF UNIVERSITY EDUCATION

This article examines the tenets of today's two contemporary traditions in Islam, neo-traditional Salafism and liberal or progressive Islam and analyzes how they cultivate a typology of Islamic religious education. The typology under study clarifies the meaning of tarbi yya and ta`dib in Islamic educational philosophy and demonstrates the place of these goals within a continuum of critical versus noncritical talim (teaching) in Islamic religious education. The purpose of this typology is to provide both scholars and practitioners a theoretical framework for thought and reflection about their pedagogic methods and scholarly work.     

THE TEACHER AND THE PROJECT PRINCIPLE

This article presents an initial exploration of the teaching of ethics by religion teachers in second level schools in Ireland. It is set against the moral issues faced in Irish society and the President's Ethics Initiative. The article examines the difference between the practice of morality and the science of ethics as well as ethical theories and traditions. It provides a brief background to Irish education at second level before turning to the results of the survey. It is the author's view that there is considerable teaching of ethics by religion teachers at second level schools in Ireland.     

III. FROM THE POINT OF VIEW OF THE STUDENT

This article constitutes Chapter I in the author's significant new book, “Church Education For Tomorrow,” published by Westminster Press on September 19, 1960, and is used here by permission of the author and publisher. The book is reviewed by Frank M. McKibben on pages 387‐388 of this issue.     

IV THE WIDER AND WISER USE OF THE CHURCH PLANT

The two gentlemen who prepared the debate which follows have been arguing back and forth for a considerable period of time. The one believes sincerely that unless religion is included in the child's total educational experience, he will suffer great loss. The other believes equally sincerely that religion should be taught, but not in relation to the public schools. The Editor invited each to present his point of view succinctly, and then to comment briefly on the other's paper. The discussion merits careful thought