This book explores one of the great paradoxes of our era. Western culture has almost imperceptibly come to secularize the sacred, while at the same time sacralizing the secular. The authors endeavor to show the debilitating effects that this paradox has had on the foundations of Christian worship with special reference to the history of worship and in particular the Presbyterian Church in Australia. The authors show how the theological predilection for 'minimization' has become inextricably woven into the fabric of what we call 'the theory of transformative subjugation' which drives the rationale for religious secularization. The book argues that it is necessary to consider a serious reconstruction of theological education in which its framework is located in a specific Christian theory of knowledge which engenders the Lordship of Christ and encourages a spirit of transformative love and connectedness. It is only in this context that the theology of worship and the beauty and usefulness of liturgical forms can be appreciated.

First published in 1985. The field of mental handicap is a broad one encompassing the interests of many professional groups. As a result, there is a need periodically to present wide-ranging reviews of advances in the field. This is the central aim of this volume. Two chapters focus on the cognitive domain, and are especially pertinent in view of the recent release of the new Kaufman Assessment Battery for Children which uses Das's theoretical position as its foundation. Another contribution reviews the area of non-speech communication with those with special needs, a subject of much current interest and controversy. Other chapters focus on major issues such as maladaptive behaviour and deinstitionalization and use of new technology. The book is thus likely to be relevant to all those with an interest in advances in mental handicap research.

First published in 1985. The field of mental handicap is a broad one encompassing the interests of many professional groups. As a result, there is a need periodically to present wide-ranging reviews of advances in the field. This is the central aim of this volume. Two chapters focus on the cognitive domain, and are especially pertinent in view of the recent release of the new Kaufman Assessment Battery for Children which uses Das's theoretical position as its foundation. Another contribution reviews the area of non-speech communication with those with special needs, a subject of much current interest and controversy. Other chapters focus on major issues such as maladaptive behaviour and deinstitionalization and use of new technology. The book is thus likely to be relevant to all those with an interest in advances in mental handicap research.

First published in 1990 Philosophical Foundations of Health Education analyses the dogmatism of conventional medicine as a form of scientism and tries to determine the extent to which the state of health education has been perverted by an uncritical acceptance of these dogmas. It discusses themes like the genesis of reductionist medical science; scientism in medicine and the crisis in health care; integrating the philosophical foundations of holistic health education; holistic understanding of health and disease; evolution of primary health care; the demystification of medicine; and conscientization and health for all, to suggest that holism is an integral part of the philosophy of health which allows personal and societal needs to be realized in a global context. This book is a must read for students and scholars of philosophy of medicine, medical sociology, and philosophy of education.

In this book, the authors show that the failure of public health arises, not from a failure of contemporary medicine, but from a failure of the philosophical assumptions upon which it rests. By exposing the limits of this philosophical framework, the authors suggest an alternative approach to health care, one that derives from a profoundly ecological and holistic philosophy of nature. They conclude that the advancement of community health depends on a comprehensive program of health education in which the responsibility for health is inextricably knit with a new consciousness of ecological stewardship. The authors postulate a holistic epistemology in which knowing is directed towards participation with nature rather than separation from it.

The health of our global environment is increasingly affected by our technological advance - rain, rivers, lakes, forests, soil, climate all suffer at human hands. Laura and Cotton suggest that the society committed to the technological transformation of the natural environment into an artificial one, is also, paradoxically, a society committed to its own destruction. Currently, one of the major concerns of environmental education is to address this problem more concertedly than hitherto. This book represents a radical departure from the traditional approach to environmental education. It argues that the knowledge base behind current teaching is flawed, and the resulting mind-sets and attitudes are often counterproductive to the aims of environmental education.

Highly technological machines are invading our lives and separating us from personal relationships. The balance between the use of technology for human advantage and developing valued human relationships has yet to equal, and we continue to subject ourselves to a rapidly growing sense of depersonalization. The New Social Disease is about how we personalize our computers and associated technologies while depersonalizing others and ourselves. The well-researched content will provide readers with insights into how the increased use of technology-mediated communications has affected the way in which we live our lives, resulting in loneliness, depression, social isolation, and ultimately a rise in uncivil behaviors based upon frustration hopelessness and the devaluation of human life. Authors Laura, Marchant, and Smith explore the prevalence of uncivil behaviors in the world and in our schools, combined with increased physical and mental health problems, in an aim to explore the depersonalization of the school curriculum and provide ways to repersonalize education contexts.

First published in 1985. Despite the vast number of books available on mental handicap, there had been little published about moral, philosophical or ethical issues. Yet such issues must be faced and indeed answered, either explicitly or implicitly, before any system of education or care for mentally handicapped people can be put into practice. This book reviews a number of issues in this field. Key topics addressed include: respect for retarded people; the notion of equal rights; terminating the lives of severely handicapped infants; and genetic engineering. With the current emphasis on recognising the rights and needs of the handicapped as individuals, this book should represent an important review and be of interest to all concerned with mentally handicapped people.

First published in 1985. Despite the vast number of books available on mental handicap, there had been little published about moral, philosophical or ethical issues. Yet such issues must be faced and indeed answered, either explicitly or implicitly, before any system of education or care for mentally handicapped people can be put into practice. This book reviews a number of issues in this field. Key topics addressed include: respect for retarded people; the notion of equal rights; terminating the lives of severely handicapped infants; and genetic engineering. With the current emphasis on recognising the rights and needs of the handicapped as individuals, this book should represent an important review and be of interest to all concerned with mentally handicapped people.

The book's primary focus explores the issues underlying the crises in health. Strong evidence emerges for the interrelatedness of crises across the globe, and points to the specific changes in education which are required before any significant shift can be expected in the various crises we face, whether in personal and community health, or more broadly in the failure of natural systems. The authors venture an extensive research, including statistics in health sciences, quantum mechanics, philosophy of health in western and eastern cultures, neuroscience, theories of human development, and an understanding of what Maslow termed 'the farther reaches' of human development. Drawing on philosophical perspectives, theories and research from these seemingly disparate disciplines the authors substantiate a new paradigm in education, psyche and culture, and specifically in health education.