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With intensified threats to global security from international
terrorism worldwide, education systems themselves face these same
unprecedented security threats. Schools and universities have
become marked loci of interest for the monitoring of extremism and
counter-terrorism by security and intelligence agencies. The
relationship between education systems and national security is
nothing new though - it extends in surprising and unexpected ways
into territory which is by turns open and covert, even secret.
Acknowledging the genuine political and security concerns which
have drawn educational systems ever closer to the intelligence
community, this book shows how and why this has happened, and
explains why the relationship between education and the security
and intelligence communities extends beyond contemporary concerns
with counter-terrorism. As the title of this book demonstrates,
this is as much an intellectual challenge as a security struggle.
Education, Security and Intelligence Studies thus critically
engages with multi-disciplinary perspectives on a complex and
contentious interface: between systems of often secret and covert
national security and intelligence and open systems of national
education. Delving into difficult to access and often closely
guarded aspects of public life, the book provides the pathfinding
groundwork and theoretical modelling for research into a complex of
little explored institutional and epistemological
interconnectedness between universities and the security and
intelligence agencies. This book was originally published as a
special issue of the British Journal of Educational Studies.
This timely book offers a critically important contribution to
debates around the meeting place of religious and secular
worldviews in education. Edited by five leading figures in the
field, and drawing on expert international scholarship and
research, the book provides cutting-edge analysis that bridges the
religious and secular in global educational contexts. Considering
the role of the United Nations, UNESCO, OECD and PISA in varied
international contexts, the book draws on critical analysis of
primary empirical research and secondary critique to offer a
coherent blend of theoretically complex yet practical analysis of
policy implementation. Throughout this accessible and logically
structured volume, the authors assert that the meeting place of
religious and secular worldviews is one of the most important and
pressing issues for religion in education. As a field-defining work
of research into education, religion and worldviews, the book will
be essential reading for scholars, researchers and postgraduate
students in the fields of religious education, religious studies,
philosophy of education and international education.
With intensified threats to global security from international
terrorism worldwide, education systems themselves face these same
unprecedented security threats. Schools and universities have
become marked loci of interest for the monitoring of extremism and
counter-terrorism by security and intelligence agencies. The
relationship between education systems and national security is
nothing new though - it extends in surprising and unexpected ways
into territory which is by turns open and covert, even secret.
Acknowledging the genuine political and security concerns which
have drawn educational systems ever closer to the intelligence
community, this book shows how and why this has happened, and
explains why the relationship between education and the security
and intelligence communities extends beyond contemporary concerns
with counter-terrorism. As the title of this book demonstrates,
this is as much an intellectual challenge as a security struggle.
Education, Security and Intelligence Studies thus critically
engages with multi-disciplinary perspectives on a complex and
contentious interface: between systems of often secret and covert
national security and intelligence and open systems of national
education. Delving into difficult to access and often closely
guarded aspects of public life, the book provides the pathfinding
groundwork and theoretical modelling for research into a complex of
little explored institutional and epistemological
interconnectedness between universities and the security and
intelligence agencies. This book was originally published as a
special issue of the British Journal of Educational Studies.
In recent years a number of popular books have savaged religion
arguing it is a dangerous delusion that poisons human societies and
relationships. This is but the most recent manifestation of a
secularising agenda that has been sweeping contemporary democratic
societies since the Enlightenment. This book pushes back against
that agenda, examining its key assumptions and arguing that the
exclusion of religious people and ideas from education and the
public square is both undemocratic and unwise. For the most part
the book draws arguments and examples from Christianity, the
religious tradition of the authors, but it recognises that many
religions share the concerns and possibilities examined. The book
examines contemporary expressions of the secularising agenda in
Western democracies with particular focus on how that is played out
in education. It demonstrates how republican theory understood
within a faith perspective provides a shared understanding and
substantive basis for education within a Western democracy. It
explores the historical connections and disconnections between
religion and civic life in the West from ancient to contemporary
times and examines religiously based civic action and pedagogical
approaches contending both have the potential to contribute greatly
to democracy. It will be of value to any who are interested in
exploring how democracies can include the voices of all their
citizens: the religious and the secular.
In recent years a number of popular books have savaged religion
arguing it is a dangerous delusion that poisons human societies and
relationships. This is but the most recent manifestation of a
secularising agenda that has been sweeping contemporary democratic
societies since the Enlightenment. This book pushes back against
that agenda, examining its key assumptions and arguing that the
exclusion of religious people and ideas from education and the
public square is both undemocratic and unwise. For the most part
the book draws arguments and examples from Christianity, the
religious tradition of the authors, but it recognises that many
religions share the concerns and possibilities examined. The book
examines contemporary expressions of the secularising agenda in
Western democracies with particular focus on how that is played out
in education. It demonstrates how republican theory understood
within a faith perspective provides a shared understanding and
substantive basis for education within a Western democracy. It
explores the historical connections and disconnections between
religion and civic life in the West from ancient to contemporary
times and examines religiously based civic action and pedagogical
approaches contending both have the potential to contribute greatly
to democracy. It will be of value to any who are interested in
exploring how democracies can include the voices of all their
citizens: the religious and the secular.
Ideal for students and NQTs, this practical and accessible
workbook is designed to develop basic teaching skills, and increase
teachersa (TM) knowledge and understanding of teaching citizenship.
Filled with practical activities and materials to encourage users
to analyze their own learning and performance and underpinned with
research findings, this personal workbook can be written in
directly to provide a useful record of progress. It also includes
case studies, examples of current good practice and a range of
tried-and-tested strategies for inspiration and guidance.
Complementing Learning to Teach Citizenship in the Secondary
School, this workbook can be used as part of an integrated course
or independently as a standalone self-study book.
This accessible book provides a basic understanding of the
structure and organization of education in the United Kingdom in a
time of rapid change and devolved government. It is designed as an
introductory guide and reference work for all with an interest in
education, including trainee and newly qualified teachers,
university lecturers, school-based mentors, and governors and
managers.
It contains an accessible summary of key issues and contributions
from some of the best-known writers in the field.
Ideal for students and NQTs, this practical and accessible workbook
is designed to develop basic teaching skills, and increase teachers
knowledge and understanding of teaching citizenship. Filled with
practical activities and materials to encourage users to analyze
their own learning and performance and underpinned with research
findings, this personal workbook can be written in directly to
provide a useful record of progress. It also includes case studies,
examples of current good practice and a range of tried-and-tested
strategies for inspiration and guidance. Complementing Learning to
Teach Citizenship in the Secondary School, this workbook can be
used as part of an integrated course or independently as a
standalone self-study book.
This accessible book provides a basic understanding of the
structure and organization of education in the United Kingdom in a
time of rapid change and devolved government. It is designed as an
introductory guide and reference work for all with an interest in
education, including trainee and newly qualified teachers,
university lecturers, school-based mentors, and governors and
managers. It contains an accessible summary of key issues and
contributions from some of the best-known writers in the field.
Praise for previous editions... 'A comprehensive and illuminating
resource on both citizenship and citizenship education.' - David
Hicks, Times Educational Supplement What is the role of
citizenship? How can it be taught effectively? Learning to Teach
Citizenship in the Secondary School is an essential resource for
students training to teach citizenship in the secondary school as
well as teachers of citizenship looking for fresh ideas and
guidance. Written by leading experts in the field, the book is
underpinned by the latest research and theory and explores a
variety of inspirational approaches to teaching and learning in a
subject which provides a critical underpinning to the whole school
curriculum. This new, third edition has been comprehensively
updated and restructured to emphasise the role of citizenship
across the curriculum, exploring a wider range of subjects
including geography, modern foreign languages, mathematics and
science. Key topics include: historical origins and contemporary
contexts developing subject knowledge and skills of enquiry
effective lesson plans, schemes of work and assessment citizenship
beyond the classroom: community-based work and learning outdoors
citizenship across the curriculum: English, drama and media;
history, geography and religious education; modern foreign
languages; mathematics and science; and RE research in citizenship.
Including key objectives and chapter summaries, together with
carefully developed tasks to support your own professional
development, Learning to Teach Citizenship in the Secondary School
is designed to develop theoretically informed good practice in
citizenship education. It is a source of support, guidance and
creative ideas for all training citizenship teachers and those
teaching the subject as non-specialists, and offers specialists new
insight into this crucial subject.
Religion has had notable and renewed prominence in contemporary
public and political life. Religious questions have also been
freshly examined in philosophy and theology, the natural sciences,
the social sciences, psychology, phenomenology, politics and the
arts. These fields reflect complex, multi-disciplinary
understandings of religion, some hostile, some accommodating. For
religious education this has all contributed to its own
international renaissance. Religious education, in ensuring it is
contemporary, shares with these fields the same criticality, the
same distance between the study of religion and the religious life.
Yet what are the grounds of this modern religious education?
Through a systematic historical and contemporary cross-disciplinary
analysis, answering this question is the ambitious task of the
book. Chapters include: philosophy, theology and religious
education the natural sciences and religious education the social
sciences and religious education psychology, spirituality and
religious education phenomenology and religious education the
politics of religious education the aesthetics of religious
education. The central problem of all modern religious education
remains this: what are the grounds of religious education when
religious education is no longer grounded in the religious life, in
the life of the holy? Although this primarily appears to be an
epistemological problem, it soon becomes a moral and existential
one. The book will be of key interest to teachers, theorists and
researchers working in religious education.
In an era of intensified international terror, universities have
been increasingly drawn into an arena of locating, monitoring and
preventing such threats, forcing them into often covert
relationships with the security and intelligence agencies. With
case studies from across the world, the Routledge International
Handbook of Universities, Security and Intelligence Studies
provides a comparative, in-depth analysis of the historical and
contemporary relationships between global universities, national
security and intelligence agencies. Written by leading
international experts and from multidisciplinary perspectives, the
Routledge International Handbook of Universities, Security and
Intelligence Studies provides theoretical, methodological and
empirical definition to academic, scholarly and research enquiry at
the interface of higher education, security and intelligence
studies. Divided into eight sections, the Handbook explores themes
such as: the intellectual frame for our understanding of the
university-security-intelligence network; historical, contemporary
and future-looking interactions from across the globe; accounts of
individuals who represent the broader landscape between
universities and the security and intelligence agencies; the
reciprocal interplay of personnel from universities to the security
and intelligence agencies and vice versa; the practical goals of
scholarship, research and teaching of security and intelligence
both from within universities and the agencies themselves;
terrorism research as an important dimension of security and
intelligence within and beyond universities; the implication of
security and intelligence in diplomacy, journalism and as an
element of public policy; the extent to which security and
intelligence practice, research and study far exceeds the
traditional remit of commonly held notions of security and
intelligence. Bringing together a unique blend of leading academic
and practitioner authorities on security and intelligence, the
Routledge International Handbook of Universities, Security and
Intelligence Studies is an essential and authoritative guide for
researchers and policymakers looking to understand the relationship
between universities, the security services and the intelligence
community.
Provides a critical and contentious overview of the fundamental
relationship between writing and political dissent from early Greek
democracy to post-Enlightenment forms of totalitarianism, such as
Communism, Fascism and Nazism and through to modern forms of
liberal democracy based upon universal human rights encapsulated by
the UN's Universal Declaration of Human Rights. Complementing such
historical contexts, this book explores the range of predominantly
theological and religious, civil and political, social and cultural
rationales for contemporary repression, contending that in the
modern age at least freedom of expression issues are deeply
affected not only by national law but that factors of a
transnational (ideological or theological) nature. Finally --
through a review key inter-governmental and non-governmental (NGO)
agencies -- the book examines current geo-political trends in the
denial of freedom of expression, highlighting post-Cold War and
post-September 11 shifts in political and religious repression, a
movement in the locale of freedom of expression issues (especially
towards electronic forms and Internet) and a heightening of global
and transnational dimensions in freedom of expression. The book
provides also a substantial series of appendices for scholars,
researchers and activists interested in furthering investigation of
issues in writing and human rights. A companion volume to "Human
Rights & Religion", the book provides appendices for all those
activists interested in furthering investigation of issues in
writing and human rights.
Provides a critical and contentious overview of the fundamental
relationship between writing and political dissent from early Greek
democracy to post-Enlightenment forms of totalitarianism, such as
Communism, Fascism and Nazism and through to modern forms of
liberal democracy based upon universal human rights encapsulated by
the UN's Universal Declaration of Human Rights. Complementing such
historical contexts, this book explores the range of predominantly
theological and religious, civil and political, social and cultural
rationales for contemporary repression, contending that in the
modern age at least freedom of expression issues are deeply
affected not only by national law but that factors of a
transnational (ideological or theological) nature. Finally --
through a review key inter-governmental and non-governmental (NGO)
agencies -- the book examines current geo-political trends in the
denial of freedom of expression, highlighting post-Cold War and
post-September 11 shifts in political and religious repression, a
movement in the locale of freedom of expression issues (especially
towards electronic forms and Internet) and a heightening of global
and transnational dimensions in freedom of expression. The book
provides also a substantial series of appendices for scholars,
researchers and activists interested in furthering investigation of
issues in writing and human rights. A companion volume to "Human
Rights & Religion", the book provides appendices for all those
activists interested in furthering investigation of issues in
writing and human rights.
For a diversity of reasons - the resurgence of religion in global
governance, globalisation, concerns over social and community
cohesion, the worldwide growth in religiously inspired extremism -
religious education has in recent years, enjoyed an international
renaissance. Many theorists and practitioners have added to the
debate with a great variety of perspectives. Most have only
succeeded in providing a partial view of religion and thus a
degraded vision of religion in education. On Holy Ground offers a
new approach to the theory and practice of religious education. It
will be the only book of its kind to provide a systematic
examination of how contemporary theory and pedagogy of religious
education are covertly rooted in a variety of aesthetic,
philosophical, phenomenological, psychological, scientific,
theological, and related cognate disciplines. A major critical
review of religious education internationally, On Holy Ground
provides an original contribution to the theory and practice of
religious education, and a serious and significant challenge to
teachers, theorists and researchers in religious education
worldwide.
Praise for previous editions... 'A comprehensive and illuminating
resource on both citizenship and citizenship education.' - David
Hicks, Times Educational Supplement What is the role of
citizenship? How can it be taught effectively? Learning to Teach
Citizenship in the Secondary School is an essential resource for
students training to teach citizenship in the secondary school as
well as teachers of citizenship looking for fresh ideas and
guidance. Written by leading experts in the field, the book is
underpinned by the latest research and theory and explores a
variety of inspirational approaches to teaching and learning in a
subject which provides a critical underpinning to the whole school
curriculum. This new, third edition has been comprehensively
updated and restructured to emphasise the role of citizenship
across the curriculum, exploring a wider range of subjects
including geography, modern foreign languages, mathematics and
science. Key topics include: historical origins and contemporary
contexts developing subject knowledge and skills of enquiry
effective lesson plans, schemes of work and assessment citizenship
beyond the classroom: community-based work and learning outdoors
citizenship across the curriculum: English, drama and media;
history, geography and religious education; modern foreign
languages; mathematics and science; and RE research in citizenship.
Including key objectives and chapter summaries, together with
carefully developed tasks to support your own professional
development, Learning to Teach Citizenship in the Secondary School
is designed to develop theoretically informed good practice in
citizenship education. It is a source of support, guidance and
creative ideas for all training citizenship teachers and those
teaching the subject as non-specialists, and offers specialists new
insight into this crucial subject.
In an era of intensified international terror, universities have
been increasingly drawn into an arena of locating, monitoring and
preventing such threats, forcing them into often covert
relationships with the security and intelligence agencies. With
case studies from across the world, the Routledge International
Handbook of Universities, Security and Intelligence Studies
provides a comparative, in-depth analysis of the historical and
contemporary relationships between global universities, national
security and intelligence agencies. Written by leading
international experts and from multidisciplinary perspectives, the
Routledge International Handbook of Universities, Security and
Intelligence Studies provides theoretical, methodological and
empirical definition to academic, scholarly and research enquiry at
the interface of higher education, security and intelligence
studies. Divided into eight sections, the Handbook explores themes
such as: the intellectual frame for our understanding of the
university-security-intelligence network; historical, contemporary
and future-looking interactions from across the globe; accounts of
individuals who represent the broader landscape between
universities and the security and intelligence agencies; the
reciprocal interplay of personnel from universities to the security
and intelligence agencies and vice versa; the practical goals of
scholarship, research and teaching of security and intelligence
both from within universities and the agencies themselves;
terrorism research as an important dimension of security and
intelligence within and beyond universities; the implication of
security and intelligence in diplomacy, journalism and as an
element of public policy; the extent to which security and
intelligence practice, research and study far exceeds the
traditional remit of commonly held notions of security and
intelligence. Bringing together a unique blend of leading academic
and practitioner authorities on security and intelligence, the
Routledge International Handbook of Universities, Security and
Intelligence Studies is an essential and authoritative guide for
researchers and policymakers looking to understand the relationship
between universities, the security services and the intelligence
community.
The relationship between religion and human rights is complex. The
United Nations' 1948 Declaration of Human Rights arose from the
quest to define basic human dignities in the face of extreme
cultural and religious persecution. Religion as a cultural
phenomenon continues to manifest itself as a force for social and
political conflict, institutionalized violence and repression. Yet
religions also promote ideals of harmonious living with traditions
that enrich contemporary understandings of international human
rights with models of love, universal respect and justice. HUMAN
RIGHTS AND RELIGION: A READER brings together an outstanding range
of sources in a single volume to deal with these and related
questions. With cutting-edge theoretical perspectives and
reflections on future prospects, the volume includes critical case
studies on human rights and the world's religions in a political
context and addresses the following questions: What are the
critical issues when thinking about religion and human rights? Why
do cultural and religious differences present such challenges to
international consensus on human rights? Can universal human rights
ever be implemented in a world of particular cultural and religious
identities? This book is an invaluable and accessible guide to a
field of critical importance.
The relationship between religion and human rights is complex.
Religion as a cultural phenomenon continues to manifest itself as a
force for social and political conflict, institutionalized violence
and repression. Yet religions also promote ideals of harmonious
living with traditions that enrich contemporary understandings of
international human rights with models of love, universal respect
and justice. Human Rights and Religion: A Reader brings together a
range of sources in a single volume to deal with these and related
questions. With theoretical perspectives and reflections on future
prospects, the volume includes critical case studies on human
rights and the world's religions in a political context and
addresses the following questions: What are the critical issues
when thinking about religion and human rights? Why do cultural and
religious differences present such challenges to international
consensus on human rights? Can universal human rights ever be
implemented in a world of particular cultural and religious
identities?
Brian Moore (1921-1999) is one of the few novelists whose literary
portrayal of Catholicism effectively spans the period prior to and
following the Second Vatican Council. His novels - from Judith
Hearne (1955) to his final work, The Magician's Wife (1997) - are
characterized by an enormously varied portrayal of pre- and
post-Vatican II Catholicism. Many critics have discussed how
Moore's life is reflected in his works, while others have dismissed
his fictions as simple narratives in the mould of classical
realism. In this book, Gearon contends that Moore's fictions are
far more complex, as he was one of the great observers of
Catholicism in all its modern and historical controversy. Moore's
writings thus portray a world where religion is in constant
encounter, and often conflict, with alternative cultural,
ideological, and theological worldviews. Landscapes of Encounter
provides the only full treatment of Moore's work as a literary
convergence of the theological and the ideological, and
specifically as a convergence of post-Vatican II and post-colonial
perspectives.
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