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This volume presents an interdisciplinary and systematic review of Catholic Education Studies across Ireland and Britain. Taken together, the chapters drill down to the foundations, identity and leadership matters in Catholic education and schools. It is in reading the complete volume that a more precise picture of Catholic education in Ireland and Britain develops into sharper focus. This is important because it reflects and crystallises the complexity which has almost organically developed within the field of Catholic Education Studies. It also provides a powerful antidote to the naïve reductionism that would boil Catholic education down to just one or two fundamental issues or principles. Contemporary Catholic education, perhaps globally but certainly in Ireland and Britain, is best depicted in terms of being a colourful kaleidoscope of differing perspectives. However this diversity is ultimately grounded in the underlying unity of purpose, because each of the contributors to this volume is a committed advocate of Catholic education. The volume brings together a rich range of scholars into one place, so that these voices can be listened to as a whole. It includes contributions from leading scholars, blended with a plethora of other voices who are emerging to become the next generation of leading researchers in Catholic education. It also introduces a number of newer voices to the academic context. They present fresh perspectives and thinking about matters relating to Catholic education and each of them confidently stand alongside the other contributors. Moreover, these reflections on Catholic education are important fruits to have emerged from the collaboration made possible through the creation of the Network for Researchers in Catholic Education, which was established in 2016 under the auspices of Heythrop College, University of London.
This book provides a complete overview of the development of education in Ireland including the complex issue of how religion can coexist with education and how a national identity can be aided through Irish language teaching. It also offers a comprehensive exploration of the development, issues, challenges and future of education in Ireland within the context of historical studies.
This book provides a comprehensive and field-defining examination of the study of religions in Ireland. By bringing together some of the foremost experts on religions in an Irish context, it critically traces the development of an important field of study and evaluates the thematic threads that have emerged as significant. It thereby offers an assessment of contemporary religions in Ireland and their relationships to society, culture, economics, politics and the State. Contributors make connections between topics as diverse as Ireland's Revolutionary Period, the formation of the Irish State, the decline of Catholicism, the rise of migrant religions and New Religious Movements and the effects of secularisation on religions and society. This book emphasizes the interdisciplinary nature of the study of religions whilst illustrating the coherent themes that have shaped the development of the field in Ireland, making it unique.
In the current climate, and in an age of increasing hostility towards religion and the study of religion, religious education is a much-debated area. Bringing together an interdisciplinary team of contributors from the USA, Britain and Ireland, and Australia, representing a variety of religious perspectives, Does Religious Education Matter? provocatively demonstrates that it is vital that religious education is presented as it ’really’ is: a valuable and rich resource that, when taught and engaged with appropriately, stimulates essential qualities for global and responsible citizenship: critical thinking, tolerance, respect, and mutual understanding.
This book considers the historical legacy and current debate concerning Education in Religion in the Republic of Ireland with specific reference to the primary school sector under Catholic denominational patronage. Given Ireland’s increased religious, non-religious and cultural diversity today, it is no longer tenable that approximately ninety percent of the country’s schools should remain largely under the control of one particular patronage. On the one hand, it is the duty of the State to provide for diverse forms of school management in order to cater for the educational needs of Irish school children. On the other hand, it is the business of the Catholic Church to realise its moral responsibility towards children in their schools whose parents and guardians do not wish for them to be educated in, or witness celebrations of, a faith tradition or set of values other than that to which they espouse. The purpose of the book, therefore, is to consider two contrasting issues by way of contribution to the current debate arising from the complexity of Ireland’s relatively unique context. The first questions the appropriateness of Irish State primary schools to continue to provide for denominational religious education given the changing situation in Irish life. The second enquires if it is appropriate to expect denominational schools to provide an exclusively phenomenological programme of religion without undermining their mission to educate in a given faith tradition. Therein, however, is the kernel of the problem and one which the book explores.
In recent decades, and around the world, much attention has been given to the role of spirituality in the education of children and young people. While educationalists share many common goals and values in nurturing the spiritual lives of children and young people, national and regional cultures, religions and politics have impacted on the approaches scholars and practitioners have adopted in their investigations and practices. The different contexts across nations and regions mean that educators face quite distinct conditions in which to frame their approaches to spiritual education and research, and the nature and impact of these differences is not yet understood. This book brings together thinkers from around the globe and sets them the task of explaining how their research on children’s spirituality and education has been shaped by the historical, cultural, religious and political contexts of the geographic region in which they work. The book presents contributions in three sections – Europe and Israel, Australasia, and The Americas– and concludes with a chapter highlighting what is common and what is contextually unique about global approaches to spirituality and education.
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’.
In the minds of many, the nineteenth-century Irish famine seemed to create an environment that later produced an avoidance of marriage, drunkenness, violence, and mental illness. If ever predominant in Irish cultural behavior, those moments have passed. As a result, Professors Philip L. Kilbride and Noel J. J. Farley outline the positive contributions the contemporary Irish make to the world around them, particularly Africa. From this, generosity emerges as a major Irish cultural virtue. The authors trace it from the Celtic period, showing how it became a central concern of Roman Catholics from the nineteenth-century to today. Professors Kilbride and Farley use ethnographic techniques and narrative perspective to focus on the life of an Irish entrepreneur and philanthropist who has lived in Africa since 1970. They also illuminate the missionary work in Kenya of an Irish Jesuit and others of Irish heritage there. These accounts, coupled with other narratives and historical evidence, detail the prevalence and practice of Irish generosity to further document what they conclude is an Irish caring tradition. This volume will be of interest to a wide audience including anthropologists, economists, historians, philosophers, political scientists, sociologists, theologians, and Irish and African studies programs. It is accessible to undergraduate and graduate students as a supplemental reading within the varieties of fields aforementioned. Book jacket.