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In crisis situations, such as terror attacks or societal tensions caused by migration, people tend to look for explicit moral and spiritual leadership and are often inclined to vote for so-called 'strong leaders'. Is there a way to resist the temptation of the simplistic solutions that these ‘strong leader’ offer, and instead encourage constructive engagement with the complex demands of our times? This volume utilises relational and dialogical perspectives to examine and address many of the issues surrounding the moral and spiritual guidance articulated in globalizing Western societies. The essays in this collection focus on the concept of plural moralities, understood as divergent visions on what is a 'good life', both in an ethical, aesthetical, existential, and spiritual sense. They explore the political-cultural context and consequences of plural moralities as well as discussing challenges, possibilities, risks, and dangers from the perspective of two promising relational theories: social constructionism and dialogical self theory. The overarching argument is that it is possible to constructively put in nuanced moral and spiritual guidance into complex, plural societies. By choosing a clear theoretical focus on relational approaches to societal challenges, this interdisciplinary book provides both a broad scope and a coherent argument. It will be of great interest to scholars of social and political psychology, leadership and organization, religious studies, and pedagogy.
Ethical education should help students become more sensitive to the perspectives and experiences of others. However, the field is dominated by the teaching of moral values as a subject-matter, or by the fostering of character traits in students, or by moral reasoning. This book proposes an alternative to these limited moralistic approaches. It places human relationships at the core of ethical education, in its understanding of both ethics and education. With contributions from renowned international scholars, this approach is laid out in three parts. Part One develops the underlying theory of ethics and education; Part Two focuses on the relevant pedagogical principles, and Part Three provides illustrations of emergent innovative ethical educational practices in worldwide schools. Against a backdrop of divisiveness and apathy, the innovative practices described in this book show how a new vision for ethical education might be centred around caring for students' well-being.
This book analyzes the changes and shifts in religious education in Europe over the past 50 years. In a post-secular age, it has become increasingly difficult to make sharp distinctions between what is religious and non-religious, confessional and non-confessional. Reforms in religious education in Sweden in the 1960s appeared as part of a process of wider secular liberalization, giving more credence to the idea of absolute neutrality in religious education. However drastic shifts in society, culture and the European religious landscape raise the need for a reevaluation of the foundations of religious education. Drawing on a range of case studies from across Europe, this book will appeal to students and scholars of religious education as well as post-secular education more generally.
Whether formally incorporated into curriculum and teacher training or informally integrated in contexts such as state or NGO initiatives dealing with resolving social, ethnic, and religious conflicts, peace education is increasingly recognized as a critical component in addressing violence in contemporary plural societies. Peace education can constructively undertake a reframing of historical narratives while inspiring practical community activities. An important, but insufficiently studied and theorized aspect of peace education is the role of religion. The challenge to peace education in today’s globalized, diverse, mobile, and religiously pluralistic world is to be able to take both complex global and distinctive local situations into account. The contributions to this integrative collection of essays provide exactly these local and global perspectives on the state of peace education and its relationship to religion across pedagogy and curriculum, state policies, and activism within societies on the front lines of resolving internal conflicts, whether historical or recent, that often reflect aspects of religious identities.
This book brings together new thinking and research on religious education’s complex and evolving role in the multicultural, diverse postmodern era. It facilitates new realism and understanding of the current situation from empirical and reflective accounts relating to a variety of countries and political contexts, as well as providing innovative methodological approaches to the study of education and religion. In different contexts around the world, at different levels of education, and from different theoretical lenses, religious education occupies a contested space. The ongoing, changing nature of the world due to increasing secularization, rapid technological change, mass immigration, globalization processes, conflict and challenging security issues, from inter to intra state levels, and with shifting geopolitical power balances, generates the need to reconceptualize where religious education is positioned. It claims that religious education on its own can be an agent of moral, social and spiritual transformation are disputed. There is significant controversy about whether special religious education, that is in-faith education, still has a role within the post-modern world.
During the 20 year history of the European Network for Religious Education through Contextual Approaches (ENRECA), several books have been published on the subject of Religious Education, from sociological, psychological or anthropological perspectives and always in the contextual settings of national educational frameworks and other specific culturally bound phenomena. Also, very often, an international comparative perspective was included. The shared goal was not so much to reflect on religion as such, and on its changing doctrines, institutions and prescriptions, but to try and understand religion in the specific European contexts of secularization and the plurality of life orientations, and to understand how religion becomes manifest in education in a variety of concrete policies and classroom practices, reflecting various social issues. This volume, marking the 20th anniversary of ENRECA, has a specific focus on the contextual dimension of time.
Supporting Modern Teaching in Islamic Schools: Pedagogical Best Practice for Teachers advocates the revamp of the madrasah system and a review of the Islamic curriculum across Muslim countries and emphasises training needs for Islamic teachers for modern instructional practice. Islamic schools across Muslim countries face 21st-century challenges and teachers need continuing professional development to help them keep abreast of modern teaching practice. Books, papers, educators and parents have consistently called for curriculum change to transform teaching and learning in Islamic schools. Divided into three unique parts, Part 1 of the volume focusses on content knowledge, pedagogy and teaching methods; Part 2 highlights professional development, responsibilities and lifelong learning; and Part 3 comprises chapters on Islamic curriculum review, reform and Islamisation of knowledge. Scholars from the United States, United Kingdom, Europe, Canada, Australia, New Zealand, Asia and Africa review the Islamic curriculum to highlight areas for further improvement and provide modern techniques and methods of teaching for pedagogical best practices and effective outcomes in Islamic schools. With these contributions, this volume will be of interest to OIC countries, Islamic student teachers and Islamic teachers who work in international and local settings.
Travel and pilgrimage have become central research topics in recent years. Some archaeologists and historians have applied globalization theories to ancient intercultural connections. Classicists have rediscovered travel as a literary topic in Greek and Roman writing. Scholars of early Judaism, Christianity, and Islam have been rethinking long-familiar pilgrimage practices in new interdisciplinary contexts. This volume contributes to this flourishing field of study in two ways. First, the focus of its contributions is on experiences of travel. Our main question is: How did travelers in the ancient world experience and make sense of their journeys, real or imaginary, and of the places they visited? Second, by treating Jewish, Christian, and Islamic experiences together, this volume develops a longue durée perspective on the ways in which travel experiences across these three traditions resembled each other. By focusing on "experiences of travel," we hope to foster interaction between the study of ancient travel in the humanities and that of broader human experience in the social sciences.
The book investigates facets of global Protestantism through Anglican, Quaker, Episcopalian, Moravian, Lutheran Pietist, and Pentecostal missions to enslaved and indigenous peoples and political reform endeavours in a global purview that spans the 1730s to the 1930s. The book uses key examples to trace both the local and the global impacts of this multi-denominational Christian movement. The essays in this volume explore three of the critical ways in which Protestant communities were established and became part of a worldwide network: the founding of far-flung missions in which Western missionaries worked alongside enslaved and indigenous converts; the interface between Protestant outreach and political reform endeavours such as abolitionism; and the establishment of a global epistolary through print communication networks. Demonstrating how Protestantism came to be both global and ecumenical, this book will be a key resource for scholars of religious history, religion and politics, and missiology as well as those interested in issues of postcolonialism and imperialism.
This book reflects on three broad themes of Confucian-Christian relations to assist in the appreciation of the church’s theology of mission. While the themes of this volume are theological in orientation, the dialogue is engaged in from an interdisciplinary approach that prioritises the act of listening. Part I surveys the historical background necessary for an adequate understanding of the contemporary Confucian-Christian dialogues. It examines the history of Confucian-Christian relations, explores the Chinese Rites Controversy, and delineates the contemporary task of indigenizing Christianity by Sino-Christian theologians. Part II compares elements in the Confucian and Christian traditions that exemplify the epitome and fullness of spiritual development. It discusses the Confucian practice of rites (li), interrogates how the noble or exemplary person (junzi) competes, and outlines the Confucian understanding of sageliness (shengren). Lastly, Part III examines different aspects of the church’s engagements with the world outside of itself. It advocates for a Confucian-Christian hermeneutic of moral goodness, attends to the Confucian emphasis on moral self-cultivation, proposes that Confucian virtue ethics can shed light on Christian moral living, and offers a Confucian-Christian understanding of care for mother earth. This book is ideally suited to lecturers and students of both Christian studies and Confucian studies, as well as those engaged in mission studies and interfaith studies. It will also be a valuable resource for anyone interested in comparative religious and theological studies on Christianity and Confucianism.