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Sara Coleridge and the Oxford Movement is the first book to be devoted entirely to Sara Coleridge’s religious writings. It presents extracts from important religious works which have remained unpublished since the 1840s. These writings represent a bold intervention by a woman writer in the public spheres of academia and the Church, in the genre of religious writing which was a masculine preserve (as opposed to the genres of religious fiction and poetry). They offer the most original and systematic critique of Tractarian theology to appear in the 1840s. Sara Coleridge’s assertion of religious inclusivity and liberty of conscience is based on a radically Protestant theology underpinned by a Kantian epistemology. The book also presents substantial extracts from her unpublished masterpiece Dialogues on Regeneration (the equivalent of her father’s Opus Maximum) which show her remarkable literary originality and the continuing development of her innovative religious thought.
In mid-nineteenth-century Britain, there existed a dominant discourse on what it meant to be a man –denoted by the term 'manliness'. Based on the sociological work of R.W. Connell and others who argue that gender is performative, Robert Hogg asks how British men performed manliness on the colonial frontiers of Queensland and British Columbia.
The Formation of Character: From Aristotle to the 21st Century offers an introduction to the foundations, practices, policies and issues of character formation historically. Following a chronological order, it charts the idea of character formation in the Western tradition by critically examining its precursors, origins, development, meanings and uses. The book is based on the premise that current conditions and debates around character formation cannot be fully understood without knowledge of the historical background. It introduces many of the debates character formation has generated in order to offer different perspectives and possibilities and uses Aristotle as a lens to gain a better understanding of some of these positions, particularly the theoretical goals of character formation. Chapters explore character education from the classical period through the medieval, early modern, enlightenment and Victorian eras to 20th century influences, ending with a discussion of contemporary policies and themes relating to character education. This book will appeal to academics, researchers, and post-graduate students in the fields of character and virtue education as well as the history of education.