Religious Tolerance, Education and the Curriculum

Cover......Page 1
Religious Tolerance, Education and the Curriculum......Page 4
ISBN: 9789460914119 (hardback)......Page 5
TABLE OF CONTENTS......Page 6
ACKNOWLEDGEMENTS......Page 8
INTRODUCTION......Page 10
NOTES......Page 14
1. RELIGION AND EDUCATION: More on God v John Rawls......Page 16
CRISIS? WHAT CRISIS?......Page 17
Cultural Diversity: Assimilation or Plurality......Page 19
Purposes of Education......Page 20
PHILOSOPHICAL AND EDUCATIONAL PRINCIPLES......Page 21
LIBERAL POLITICAL PHILOSOPHY......Page 23
NOTES......Page 24
2. RELIGIOUS VALUES AND PUBLIC EDUCATION IN THE UNITED STATES......Page 26
THE LEMON TEST......Page 27
Released Time Programs......Page 28
Prayer......Page 30
Student-led Prayer Meetings......Page 32
Moment of Silence......Page 33
FREE EXERCISE......Page 34
STATE SUPPORT FOR PRIVATE SCHOOLS......Page 36
NOTES......Page 39
3. LAW, TOLERANCE AND RELIGIOUS SCHOOLS IN AUSTRALIA......Page 42
(b) Public Benefit......Page 43
COMMONWEALTH GOVERNMENT FUNDING OF NON-GOVERNMENT SCHOOLS......Page 45
STATE AND TERRITORY REGULATION OF RELIGIOUS SCHOOLS......Page 48
NOTES......Page 51
4. EDUCATION FOR TOLERANCE......Page 56
TOLERANCE......Page 57
RESPECT OF DIFFERENCE......Page 60
EDUCATION FOR TOLERANCE......Page 63
NOTES......Page 65
5. EDUCATING FOR TOLERANCE......Page 68
FORBEARANCE AND FACILITATION......Page 69
TOLERATION AND EDUCATION......Page 70
REFORMING EDUCATIONAL PRACTICE......Page 74
1. The Lack of Open Intellectual Questions......Page 75
3. The Emphasis upon Individual Rather than Collaborative Learning......Page 76
4. Mistaken Approaches to Values Education......Page 77
NOTES......Page 79
6. WHAT KNOWLEDGE FOR UNDERSTANDING?: Addressing Ignorance of Islam in Australian Schools......Page 82
OUGHT SCHOOLS INTERVENE TO ‘TEACH TOLERANCE’?......Page 83
WHY FOCUS ON ISLAM AND MUSLIMS?......Page 85
KNOWLEDGE AND ATTITUDE......Page 87
WHAT FORMS OF EDUCATION SHOULD EDUCATION ABOUT ISLAM AND MUSLIMS TAKE?......Page 90
CURRICULUM MODELS......Page 92
CONCLUSION......Page 95
NOTES......Page 96
TOLERANCE: THE CONTEMPORARY EDUCATIONAL CHALLENGE......Page 100
‘THE GOD’S EYE VIEW’: RELIGIOUS FAITH AND DIALOGICAL CLOSURE......Page 102
‘SUBJECTIVELY LESS CERTAIN TO US…’: CHRISTIAN FAITH AND POSSIBILITIES FOR DIALOGUE......Page 104
‘VALUES ARE WHAT WE DO’: IMPLICATIONS FOR EDUCATION......Page 108
NOTES......Page 111
EMPATHY IN THE CLASSROOM......Page 114
EPISTEMOLOGICAL FRAMEWORK FOR CONTEMPLATIVE EDUCATION......Page 115
CONTEMPLATIVE ETHICS: ETHICS FOR THE ROUGH ROAD......Page 117
THE PSYCHOLOGICAL AND THERAPEUTIC FRONTIERS OF EMPATHY......Page 119
CONTEMPLATIVE PSYCHOTHERAPY......Page 120
THE SHARING OF MULTI-RELIGIOUS DISCOURSE AND WORLD VIEW......Page 122
CONCLUDING THOUGHTS......Page 123
NOTES......Page 124
UNDERSTANDING THE PROBLEM......Page 126
THE IDEOLOGICAL PRESUMPTIONS OF EDUCATIONAL KNOWLEDGE......Page 128
THE THEORY OF TRANSFORMATIVE SUBJUGATION......Page 129
THE VALUE-LADENNESS OF EDUCATIONAL EPISTEMOLOGY......Page 130
MIND CONTROL......Page 132
THE LOSS OF FACE: THE HUMAN FACE......Page 133
CONCLUSION......Page 134
NOTES......Page 135
10. FOR SAPIENTIAL LITERACY: Why (and How) Religion Belongs in the Core......Page 136
WHAT ARE THE LIBERAL ARTS?......Page 137
The Foundational Role of Philosophy......Page 139
The Specific Role of Religious Studies in the Liberal Arts Core Curriculum......Page 140
Religion in the Core......Page 141
‘Wisdom Across the Curriculum’ or Dedicated Core Requirements......Page 142
OBJECTIONS......Page 143
NOTES......Page 144
CONSOLIDATED BIBLIOGRAPHY......Page 146
CASES CITED......Page 151
OTHER SOURCES......Page 152
CONTRIBUTORS......Page 154
INDEX......Page 158