Education, Religion and Society celebrates the career of Professor John Hull, a leading figure in the transformation of religious education in English and Welsh schools, and co-founder of the International Seminar on Religious Education and Values. He has also made major contributions to the theology of disability and the theological critique of the 'money culture'. Leading international scholars join together to offer a critical appreciation of his contribution to religious education and practical theology, and explore the continuing debate about the role of religious education in promoting international understanding, intercultural education and human rights. The contributors also deal with indoctrination, racism and relationship in Christian religious issues, and examine aspects of the theology of social exclusion and disability. This unique book includes a complete list of John Hull's writings up to the beginning of 2005 providing both an excellent introduction to contemporary issues of religious education in the West, and the most complete critical account yet of his work.

"Education, Religion and Society "celebrates the career of Professor John Hull of the University of Birmingham, UK, the internationally renowned religious educationist who has also achieved worldwide fame for his brilliant writings on his experience, mid-career, of total blindness. In his outstanding career he has been a leading figure in the transformation of religious education in English and Welsh state schools from Christian instruction to multi-faith religious education and was the co-founder of the International Seminar on Religious Education and values. John Hull has also made major contributions to the theology of disability and the theological critique of the "money culture."
This volume brings together leading international scholars to honour John Hull's contribution, with a focus on furthering scholarship in the areas where he has been active as a thinker. The book offers a critical appreciation of his contribution to religious education and practical theology, and goes on to explore the continuing debate about the role of religious education in promoting international understanding, intercultural education and human rights education. A possible basis for integrating Islamic education into Western education is suggested and the contribution of the philosophy of religion to pluralistic religious education is outlined. The contributors also deal with issues relating to indoctrination, racism and relationship in Christian religious aspects, and examines aspects of the the theology of social exclusion and disability.

This International Handbook presents the research and professional practice of scholars who are daily engaged in the consideration of these dimensions in education. The result is a collection of essays which reflects the discipline, in all of its internationality, as it as today. Embedded within the chapters is also an agenda for the future, where the religious, moral and spiritual dimensions in education are proposed as an exciting and challenging way forward for educators at all levels in society. As well, it offers a vision for the emergence of a peaceful and just world.

Section one of this International Handbook attends to the philosophical and theoretical aspects of inter-religious education. The authors who contribute to this section critique current religious educational practice and offer skills, information and criteria for theory building in the area of inter-religious education. Among the contributors to this section of the International Handbook, one is from the United Kingdom, five are from the Untied Statures of America, two from Africa, and there is one contributor from each of Canada, Latvia and Norway. Two contributors are from the Jewish tradition, one from Islam, one from Orthodox Christianity and the others from a range of different Christian orientations. Their theories and philosophies of inter-religious education are informed by a range of perspectives including human rights, feminist theory and the perspective of Jewish-Christian and inter-religious dialogue.

Section two deals with religious education for inter-religious engagement. The body of scholarship contained in this section argues that religious education needs to provide an empathetic understanding of people, their histories and contexts, and the role of religion in their lives. Of the thirteen scholars who will contribute to this section, one is from the United States of America, two are from Ireland, two are from the United Kingdom, two from Canada and the remaining are from Japan, the Netherlands, New Zealand, Israel, Australia and India. Much of this section draws on recent empirical research and it covers such diverse topics as fundamentalism and ecumenism, critical reflexivity, dialogue between Judaism and Islam, Islamic values and the role of Buddhism in promoting inter-religious education.

Section three analyses the connection between inter-religious education and the promotion of social justice and peace. Indeed a concern for justice and peace is common to all religions and can be the focus of inter-religious education. Among the scholars who will contribute to this section, four are Australian, two are German, and the remaining are from Norway, the United Kingdom, India, the Netherlands and Mumbai. Motifs in this section of the International Handbook cover suffering as a lens for understanding the history of religions, inter-religious tolerance, fundamentalism and fanaticism, peace education, theology and the role and critique of all of these in inter-religious education for social justice and peace.

Section four Inter-religious education for citizenship and human rights brings together a number of religious educators, expert theorists, empirical researchers and those working in international educational policy to examine the role of inter-religious education in promoting citizenship and human rights. Scholars will contribute to this section from Switzerland, England, Australia, France, Finland, Russia, Norway, the United States of America, Germany, Sweden and Japan. The chapters in this section will cover the specifically religious dimensions of policy and practice in human rights and citizenship and will draw on the policies and works of international bodies such as UNESCO as well as providing more local perspectives.

Teaching is more, much more, than getting up in front of a class full of students and presenting information to them. It is, affirms distinguished educator, writer and lecturer Gloria Durka, a true vocation, "a calling that makes claims on our souls." Her book, which is written for teachers of all grade levels, is a journey into the soul of education and the heart of the teacher. In seven chapters, the book covers such ideas as teaching from the heart; teaching courageously, creatively, wisely and morally; and, the greatest challenge of all, facing one's own vulnerabilities. Each chapter ends with prayers and reflections that help readers enrich their spirituality. Primarily an exercise in spirituality aimed at helping teachers to claim, own and celebrate their calling, this book will appeal to: -teachers within a Christian setting. -teachers in public education. -school administrators and those who offer teacher training experiences.