MasterClass in Religious Education provides a comprehensive exploration of the major themes in religious education research and pedagogy, drawing on international research. The author draws together historical, theological/religious and comparative and international perspectives to explore religious education's role in confronting controversial issues, and the implications this has for teaching, learning and research. This book incorporates discussions of current, post-9/11 debates on religion in the modern world, focusing particularly on the relationship of religion to secular, political contexts. Liam Gearon pays close attention to debates around religion in liberal democratic societies, looking at topics such as citizenship, human rights, and identity.

Why do animals make the noises they do? You may not have known it, but its all thanks to an old man named Noah, who once upon a time built an ark. Noah is trying to build an ark, but with the snakes quacking, the beavers crowing, and the pigs howling, he cant get anything done.

Religion is suddenly perceived as high profile internationally (9/11, Israel-Palestine, London bombings). It arouses interest at the level of popular reading ("The Da Vinci Code"), critical diatribe (Dawkins), and educational controversy (Faith Schools). Against that background, there is a renewed interest in how schools can best equip boys and girls to be critically intelligent about beliefs and values. It is evident in continental Europe, in the US and in Asia. Throughout the world, Citizenship Education and Moral Education are receiving special attention, but in themselves they are incomplete, for they commonly overlook religion. This book argues the importance that public education should have as a priority not only that pupils become literate, numerate and sociate, but also 'religiate'. In this fascinating study, Professor Brian Gates sets out the grounds for the distinctive approach to Religious Education. He argues that this approach, central to which is a comprehensive network of local ecumenical councils, is a model worthy of global imitation. As part of the argument, Professor Gates examines four areas of complementary concern. The first is the logic of religion in education and the second concerns the process of religious development. Are there stages of understanding? What sense do children and young people have of God and transcendence, as of death and finitude? The third is the relationship between RE and Moral Education - their respective autonomies and mutual challenge. And the fourth is that of Collective Worship and its appropriateness or otherwise in public educational provision.

Are you puzzled by the nature and system of Aidan Nichols's theological contribution? Are you looking for a way to renew your appreciation for Nichols's theological activity? Do you want to clarify your understanding of Nichols's anthropological view? Father Engoulou Paul discusses these and many others interesting matters in this book. He carefully analyzes the different layers on which Nichols posits his philosophical and theological principles of order. He explains historically each foundational step from which Nichols draws his public doctrine of man and God. He arrives at the conclusion that man arrives at a self-knowledge and the knowledge of God, to the extent that he makes use of practical, liturgical, and rational concepts and forms embedded in Philosophy, theology, and visual art. Designed to be primarily a scholarly treatment of God's evidences into personal, communal nature of man, and the meaning of his life-work, this book is also a critical treatment of secularism and its attendants: liberalism, relativism and positivism.