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The book seeks to explore ways in which education research, policy
and practice ought to be re-thought and re-enacted under present
bio-political predicaments. It brings together scholars working in
the intersections of education for sustainable development,
philosophy of education and curriculum theory who contribute
original and radical analyses of education in an increasingly
unpredictable and unintelligible world. According to the
Intergovernmental Panel on Climate Change (IPCC), humanity is
closer to irreversible tipping points that, once reached will lead
to accelerating transformations that will drastically change life
on earth during the coming decades. Responses from education
studies to these precarious social-ecological conditions range from
pointing out necessary ways forward for education grounded in human
accountability, responsibility, justice, ethics, and care; to dark
ecology-oriented interventions unnerving the very premises that
education relies on. When education is deeply entangled with, and
contributing to, a catastrophic global development, the idea of
education as a nostalgic promise for a common good and a better
future comes under scrutiny. This volume re-configures education as
inextricable from other anthropogenic threats and natural forces
that seem to become increasingly intertwined in joint production of
our current predicament. It urges educational theorists,
practitioners, and policymakers to engage with thinking,
practicing, and revolutionizing educational futures. The chapters
in this book were originally published in the journal Educational
Philosophy and Theory.
This book analyzes the changes and shifts in religious education in
Europe over the past 50 years. In a post-secular age, it has become
increasingly difficult to make sharp distinctions between what is
religious and non-religious, confessional and non-confessional.
Reforms in religious education in Sweden in the 1960s appeared as
part of a process of wider secular liberalization, giving more
credence to the idea of absolute neutrality in religious education.
However drastic shifts in society, culture and the European
religious landscape raise the need for a reevaluation of the
foundations of religious education. Drawing on a range of case
studies from across Europe, this book will appeal to students and
scholars of religious education as well as post-secular education
more generally.
This book analyzes the changes and shifts in religious education in
Europe over the past 50 years. In a post-secular age, it has become
increasingly difficult to make sharp distinctions between what is
religious and non-religious, confessional and non-confessional.
Reforms in religious education in Sweden in the 1960s appeared as
part of a process of wider secular liberalization, giving more
credence to the idea of absolute neutrality in religious education.
However drastic shifts in society, culture and the European
religious landscape raise the need for a reevaluation of the
foundations of religious education. Drawing on a range of case
studies from across Europe, this book will appeal to students and
scholars of religious education as well as post-secular education
more generally.
This book explores the ethical dimensions surrounding the
development of education for sustainable development within
schools, and examines these issues through the lens of ethical
literacy. The book argues that teaching children to engage with
nature is crucial if they are to develop a true understanding of
sustainability and climate issues, and claims that sustainability
education is much more successful when pupils are treated as moral
agents rather than being passive subjects of testing and
assessment. The collection brings together a range of fresh and
creative perspectives on how issues around ethical literacies can
be elaborated and expanded with regard to democratic sustainability
education. The use of childrens books in teaching about
sustainability is carefully explored, as are the ethical and
aesthetic dimensions of environmental education. Including an
afterword by Arjen Wals, Professor of Transformative Learning for
Socio-Ecological Sustainability, the book will be of great interest
to students and researchers in the field of sustainability
education.
This book presents a number of fundamentally challenging
perspectives that have been brought to the fore by the national
tests on religious education (RE) in Sweden. It particularly
focuses on the content under the heading Ethics. It is common
knowledge that many teachers find these parts difficult to handle
within RE. Further, ethics is a field that addresses a range of
moral and existential issues that are not easily treated. Many of
these issues may be said to belong to the philosophical context, in
which "eternal questions" are gathered and reflected upon. The
first chapters highlight the concepts of ethical competence and
critical thinking. In the following chapters the concept of ethical
competence is analyzed with regard to teachers' objectives and to
students' texts, respectively. These chapters pursue a more
practice-related approach and highlight specific challenges
identified from both teacher and student perspectives. Next, the
book raises the issue of global responsibility. What kind of
critical issues arise when handling such matters at school?
Further, can contemporary moral philosophers contribute to such a
discussion? In turn, the book discusses the role of statistical
analyses with regard to national tests, while the closing chapters
present international perspectives on the book's main themes and
concluding remarks. The book's critical yet constructive approach
to issues regarding assessment in ethics education makes a valuable
contribution to an ongoing debate among researchers as well as to
the everyday communication on testing in schools and classrooms. As
such, it will appeal to scholars in ethics education and
researchers in the field of assessment, as well as educators and
teachers interested and engaged in the task of testing ethics in
school contexts where curricular demands for valid and
authoritative evaluation may provide important guidelines, but may
also pose challenges of their own.
This book explores the ethical dimensions surrounding the
development of education for sustainable development within
schools, and examines these issues through the lens of ethical
literacy. The book argues that teaching children to engage with
nature is crucial if they are to develop a true understanding of
sustainability and climate issues, and claims that sustainability
education is much more successful when pupils are treated as moral
agents rather than being passive subjects of testing and
assessment. The collection brings together a range of fresh and
creative perspectives on how issues around ethical literacies can
be elaborated and expanded with regard to democratic sustainability
education. The use of childrens books in teaching about
sustainability is carefully explored, as are the ethical and
aesthetic dimensions of environmental education. Including an
afterword by Arjen Wals, Professor of Transformative Learning for
Socio-Ecological Sustainability, the book will be of great interest
to students and researchers in the field of sustainability
education.
This book presents a number of fundamentally challenging
perspectives that have been brought to the fore by the national
tests on religious education (RE) in Sweden. It particularly
focuses on the content under the heading Ethics. It is common
knowledge that many teachers find these parts difficult to handle
within RE. Further, ethics is a field that addresses a range of
moral and existential issues that are not easily treated. Many of
these issues may be said to belong to the philosophical context, in
which "eternal questions" are gathered and reflected upon. The
first chapters highlight the concepts of ethical competence and
critical thinking. In the following chapters the concept of ethical
competence is analyzed with regard to teachers' objectives and to
students' texts, respectively. These chapters pursue a more
practice-related approach and highlight specific challenges
identified from both teacher and student perspectives. Next, the
book raises the issue of global responsibility. What kind of
critical issues arise when handling such matters at school?
Further, can contemporary moral philosophers contribute to such a
discussion? In turn, the book discusses the role of statistical
analyses with regard to national tests, while the closing chapters
present international perspectives on the book's main themes and
concluding remarks. The book's critical yet constructive approach
to issues regarding assessment in ethics education makes a valuable
contribution to an ongoing debate among researchers as well as to
the everyday communication on testing in schools and classrooms. As
such, it will appeal to scholars in ethics education and
researchers in the field of assessment, as well as educators and
teachers interested and engaged in the task of testing ethics in
school contexts where curricular demands for valid and
authoritative evaluation may provide important guidelines, but may
also pose challenges of their own.
This book unites and explores different approaches to understand
and develop knowledge-based religious education. While the
importance of methodological issues in RE is understood and
acknowledged, the editors and contributors interrogate what kind of
knowledge should be explored, how this knowledge is defined and
what the consequences would be. Subsequently, the book focuses on
the concept of powerful knowledge which transcends students'
everyday experiences, and how it can be incorporated into the RE
curriculum. Drawing together international research from RE
teaching and learning, the book explores various paths to integrate
a truly knowledge-based religious education. The book will appeal
to students and scholars of religious education, sociology of
education and the philosophy of religion.
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