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A particular problem associated with international research in the field of spirituality and education is the reluctance of scholars to agree on what spirituality means, with numerous descriptions increasing ambiguity and reducing the impact of research in the discipline. This book argues that it is important to understand spirituality as a unifying concept that has the potential to be meaningful in its application to the lives of children and young people in areas of learning and wellbeing. Chapters show why and how spiritual learning should be addressed across the curriculum, with implications for the design of learning programs and environments.
In the era of globalization debate has turned to the vital need for a thorough understanding of its impact on the spirituality and health of the youth of today. Spiritual Education in a Divided World recognises the urgent need for effective research in this area. This exceptional volume takes an interdisciplinary approach to tackle the key question
Across academic circles over the last few decades, the interest and inquiry on spirituality continues to broaden. Currently, the school system in the United States and many Western countries put their focus on academic achievement at the expense of preparing their students’ inner cores for skills they will need to deal with a more complex and challenging world to come. Supporting Children and Youth Through Spiritual Education provides a platform for researchers and experts in the field of spirituality in children and youth to voice the urgent need for an educational system that truly nurtures the whole child. The book also considers the need to remove the misunderstandings about the terms “spirituality” and “religion” among those who work directly with children and youth. Covering key topics such as religion, cognitive development, and spiritual needs, this reference work is critical for principals, administrators, industry professionals, researchers, scholars, practitioners, academicians, instructors, and students.
In today’s pluralistic world, many cultures feel a shift in the relationship of people with religious traditions. A corresponding movement is a resurgence of interest in human spirituality. This Handbook presents the views of education scholars who engage these concepts every day, in a collection of essays reflecting the international state of the discipline. Out of these rises a vision for the emergence of a just and peaceful world.
Many African American children make use of African American English (AAE) in their everyday lives, and face academic barriers when introduced to Standard American English (SAE) in the classroom. Research has shown that students who can adapt and use SAE for academic purposes demonstrate significantly better test scores than their less adaptable peers. Accordingly, AAE use and its confirmed inverse relationship to reading achievement have been implicated in the Black-White Test Score Gap, thus becoming the focus of intense research and practical interest. This volume discusses dialectal code-switching from AAE to SAE and stresses the benefits and importance of African American students becoming bi-dialectal. It provides background theory and science supporting the most promising educational approach to date, Contrastive Analysis, a set of longstanding methods drawn from Second Language research and used effectively with students ranging from kindergarten through college. It offers a deeper knowledge of AAE use by students, the critical features of Contrastive Analysis, and detailed information about successful applications which teachers can apply in their own pedagogy.
From being on the margins of scholarly debate for much of the past century and a half, religion is being recognized once again as an area of concern for scholars, politicians, and public policy makers, and thus, the role of religious and spiritual education has taken on a new importance. Apart from its socio-political ramifications, the place of religiousness and spirituality in the make-up of individuals has been given renewed prominence through updated brain science, and neuroscientists regularly refer to elements of this brain science in terms such as spiritual intelligence and even mystical consciousness. This book explores many of the new directions being taken in the field of religious and spiritual education, as new developments challenge the priorities of formal education, and open up new avenues for incorporating religion and spirituality into the modern curriculum. It asks whether the educational aims of teachers should be focused on specifically personal development, or whether religious education should be used to develop understanding of more global and social issues such as citizenship, conflict, and ethics. The book also addresses neuroscientific insights, which suggest a need to engage with cognition and emotion in order to create a rich learning environment, something to which a particularly contested subject area like religion and spirituality is well-placed to contribute. This book was originally published as a special issue of the Journal of Beliefs & Values.
In this book, Julia Berger examines internal meaning-making structures and processes driving NGO behavior, identifying constructs from within a religious tradition that forge new ways of pursuing social change. She evaluates the operation of a distinct rationality, arguing that action is guided not simply by beliefs and values, but also by a combination of elements so intrinsic as to constitute an “organizational DNA.” These hidden structures and rationalities manifest themselves in new modes of engagement and agency; they help us to see the pivotal role of religion in shaping notions of peace, progress, and modernity. To demonstrate the operation and salience of such a rationality, Berger draws on the example of the worldwide Baha'i community. Emerging in 19th century Iran, the community's theological engagement with questions of justice, the unity of humankind, and the emerging global order, constitute one of the most distinct and compelling, yet least-researched examples of religious engagement with the pressing questions of our time. Analyzing events spanning a 75-year period from 1945-2020, this book provides a unique historical and contemporary perspective on the evolving role of religion and civil society in the modern world.
Technology-Enhanced Language Learning for Specialized Domains provides an exploration of the latest developments in technology-enhanced learning and the processing of languages for specific purposes. It combines theoretical and applied research from an interdisciplinary angle, covering general issues related to learning languages with computers, assessment, mobile-assisted language learning, the new language massive open online courses, corpus-based research and computer-assisted aspects of translation. The chapters in this collection include contributions from a number of international experts in the field with a wide range of experience in the use of technologies to enhance the language learning process. The essays have been brought together precisely in recognition of the demand for this kind of specialised tuition, offering state-of-the-art technological and methodological innovation and practical applications. The topics covered revolve around the practical consequences of the current possibilites of mobility for both learners and teachers, as well as the applicability of updated technological advances to language learning and teaching, particularly in specialized domains. This is achieved through the description and discussion of practical examples of those applications in a variety of educational contexts. At the beginning of each thematic section, readers will find an introductory chapter which contextualises the topic and links the different examples discussed. Drawing together rich primary research and empirical studies related to specialized tuition and the processing of languages, Technology-Enhanced Language Learning for Specialized Domains will be an invaluable resource for academics, researchers and postgraduate students in the fields of education, computer assisted language learning, languages and linguistics, and language teaching.
Science learning that takes place between and at the intersections of formal and informal science environments has not been systematically reviewed to offer a comprehensive understanding of the existing knowledge base. Bringing together theory and research, this volume describes the various ways in which learning science in various settings has been conceptualized as well as empirical evidence to illustrate how science learning in these settings can be supported.
This book examines Religious Education (RE) in over ten countries, including Australia, Indonesia, Mali, Russia, UK, Ireland, USA, and Canada. Investigating RE from a global and multi-interdisciplinary perspective, it presents research on the diverse past, present, and possible future forms of RE. In doing so, it enhances public and professional understanding of the complex issues and debates surrounding RE in the wider world. The volume emphasizes a student-centred approach, viewing any kind of ‘RE’, or its absence, as a formative lived experience for pupils. It stresses a bottom-up, sociological and ethnographic/anthropological research-based approach to the study of RE, rather than the ‘top down’ approaches which often start from prescriptive legal, ideological or religious standpoints. The twelve chapters in this volume regard RE as an entity that has multiple and contested meanings and interpretations that are constantly negotiated. For some, ‘RE’ means religious nurturing, either tailored to parental views or meant to inculcate a uniform religiosity. For others, RE means learning about the many religious and non-religious world-views and secular ethics that exist, not promoting one religion or another. Some seek to avoid the ambiguous term ‘religious education’, replacing it with terms such as ‘education about religions and beliefs’ or ‘the religious dimension of intercultural education’.