Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emotional, moral and spiritual growth - elements that seem to be present where intellectual advancement and academic achievement are being maximized. This text comes as 'values education' widens in scope from being concerned with morality, ethics, civics and citizenship to a broader definition synonymous with a holistic approach to education in general. This expanded purview is frequently described as pedagogy relating to 'values' and 'wellbeing'.

This contemporary understanding of values education, or values and wellbeing pedagogy, fits well with recent neuroscience research. This has shown that notions of cognition, or intellect, are far more intertwined with social and emotional growth than earlier educational paradigms have allowed for. In other words, the best laid plans about the technical aspects of pedagogy are bound to fail unless the growth of the whole person - social, emotional, moral, spiritual and intellectual, is the pedagogical target. Teachers and educationalists will find that this handbook provides evidence, culled from both research and practice, of the beneficial effects of such a 'values and wellbeing' pedagogy.

Some revision of public schooling history is necessary to challenge the dominant mythology that public schools were established on the grounds of values-neutrality. In fact, those responsible for the foundations of public education in Australia were sufficiently pragmatic to know that its success relied on its charter being in accord with public sentiment. Part of the pragmatism was in convincing those whose main experience of education had been through some form of church-based education that state-based education was capable of meeting the same ends. Hence, the documents of the 1870s and 1880s that contained the charters of the various state and territory systems witness to a breadth of vision about the scope of education. Beyond the standard goals of literacy and numeracy, education was said to be capable of assuring personal morality for each individual and a suitable citizenry for the soon-to-be new nation. As an instance, the NSW Public Instr- tion Act of 1880 (cf. NSW, 1912), under the rubric of "religious teaching," stressed the need for students to be inculcated into the values of their society, including understanding the role that religious values had played in forming that society's legal codes and social ethics. The notion, therefore, that public education is part of a deep and ancient heritage around values neutrality is mistaken and in need of se- ous revision. The evidence suggests that public education's initial conception was of being the complete educator, not only of young people's minds but of their inner character as well.

The role of women in Islamic societies, not to mention in the religion itself, is a defining issue. It is also one that remains resistant to universal dogma, with a wide range of responses to women's social roles across the Islamic world. Reflecting this heterogeneity, the editor of this volume has assembled the latest research on the issue, which combines contemporary with historical data.

The material comes from around the world as well as from Muslim and non-Muslim researchers. It takes in work from majority Muslim nations such as Bangladesh, Iran, Iraq, Lebanon, Pakistan, Palestine, Tunisia and Turkey, as well as countries with troubled interfaith relations such as India and Israel. Nations with minority Muslim populations such as France, the UK, Canada and Australia, are also represented. The work also features varying Islamic sub-groups such as the two main ones, Sunni and Shi'a, as well as less well known populations such as the Ismaili Muslims. In each case, the work is underpinned by the very latest socio-theological insights and empirical data."

This volume is the first handbook that brings together cutting-edge international research on teacher ethos from a broad array of disciplines. The main focus will be on research that illustrates current conceptualizations of ethos and its importance for acting effectively and responsibly in and out of the classroom. Research will encompass updated empirical and philosophical work that points to the difference in learning when teaching is practised as a moral activity instead of a merely functional one. Authors are among the world's foremost researchers whose work crosses over from moral education into psychology, neuroscience, sociology, philosophy, pedagogy, and curriculum, drawing on these various fields of research. Today, more than ever, we understand that teachers, like other professionals, need more than subject-matter expertise for acting responsibly and doing their best in their daily duties. Doing so requires possessing a guiding system of professional ethics, moral positioning, goals, norms, and values - in other words: a professional ethos. While the handbook concentrates on Western domains in the current era, the work will extend to other cultures and times as well. With this comprehensive range of perspectives, the book will be attractive and useful for researchers on teachers and teaching as well as for teacher educators, curriculum designers, educational officials, and, last-but-not-least, anyone who is interested in what makes a good teacher. This volume is also a tribute to Fritz Oser, a leading scholar in research on ethos, who sadly passed-away during the compilation of this handbook.

The academic fields of religion and values have become the focus of renewed interest in contemporary thinking about human activity and its motivations. The Routledge International Handbook of Education, Religion and Values explores and expands upon a range of international research related to this revival. The book provides an authoritative overview of global issues in religion and values, surveying the state of the academic area in contributions covering a wide range of topics. It includes emerging, controversial, and cutting-edge contributions, as well as investigations into more established areas. International authorities Arthur and Lovat have brought together experts from across the world to examine the complexity of the field of study. The handbook is organised around four key topics, which focus on both the importance of religion and values as broad fields of human enquiry, as well as in their application to education, inter-agency work and cross-cultural endeavours: -The Conceptual World of Religion and Values -Religion and Values in Education -Religion and Values in Inter-agency Work -Religion and Values in Cross-cultural Work. This comprehensive reference work combines theoretical and empirical research of international significance, and will be valuable reading for students, researchers and academics in the field of education.

The academic fields of religion and values have become the focus of renewed interest in contemporary thinking about human activity and its motivations. The Routledge International Handbook of Education, Religion and Values explores and expands upon a range of international research related to this revival. The book provides an authoritative overview of global issues in religion and values, surveying the state of the academic area in contributions covering a wide range of topics. It includes emerging, controversial, and cutting-edge contributions, as well as investigations into more established areas. International authorities Arthur and Lovat have brought together experts from across the world to examine the complexity of the field of study. The handbook is organised around four key topics, which focus on both the importance of religion and values as broad fields of human enquiry, as well as in their application to education, inter-agency work and cross-cultural endeavours: -The Conceptual World of Religion and Values -Religion and Values in Education -Religion and Values in Inter-agency Work -Religion and Values in Cross-cultural Work. This comprehensive reference work combines theoretical and empirical research of international significance, and will be valuable reading for students, researchers and academics in the field of education.

Under the weight of a combination of forces, many of the older paradigms of learning are being questioned in our time. Among the updated research that elicits such critique is that which deals directly with effective pedagogy, clearly illustrating the enhanced effects on learning when it is dealt with as a holistic developmental enterprise rather than one concerned solely with content, technique and measurable outcomes. This research includes volumes of empirical evidence and conceptual analysis from across the globe that point to the inextricability of values as lying at the heart of those forms of good practice pedagogy that support and facilitate the species of student achievement that truly does transform the life chances of students. This research indicates that the combination of values rich learning environments and values discourse (that is, the holism of implicit and explicit pedagogy) has potential for positive influence on learning outcomes, most markedly for those deemed likely to fail without such pedagogical intervention. Values Pedagogy and Student Achievement - Contemporary Research Evidence uncovers, explores and appraises those volumes of evidence and analysis, illustrating their pertinence to student achievement, the vexed issue that lies at the heart of all for which education stands.

Muhammad al-Tabari's History, written about 300 years after the establishment of Islam, is one of the religion's most important commentaries. It offers important insights into the early development of Islam, not so much for its history as for the ways it was interpreted and understood. Through application of modern historiographical analysis and scriptural exegesis, the book explores the space between factual history and interpretive history, or histoire. The focus is especially on the ways in which al-Tabari himself understood and interpreted Qur'anic evidence, employing it not so much for literal as for political purposes. In this sense, his work is best understood not as a reliable history in the modern sense but as a politically-inspired commentary. Granted that his work has often been relied on for Islam's historical claims, this book offers important new insights into the ways in which power and politics were shaping interpretations in its first three hundred years.

This book applies philosophical and critical textual scholarship to the traditional Islamic narrative in an attempt to distinguish between its historical and interpretive elements. It allows the narrative to be preserved with due respect for its significance and distinctiveness, but in a way that frees it from the ease with which it can slip into the hands of literalists and fundamentalists in order to serve a purpose which is at odds with its original spirit and intention. When radical Islamists use social media to try and convert young followers to a Jihadist cause, they refer often to the narrative about the Prophet, the original Islamic community (Ummah), and the holy book (Qur'an). The references usually imply that these are under threat by infidels, either non-Muslim Westerners or Muslims themselves who follow allegedly errant forms of Islam. The narrative itself is, however, never questioned; it is taken as merely factual with every word to be taken literally, including words that appear intolerant of difference and given to violence. As such, it can serve well the forms of fundamentalism that lie at the heart of radical Islamism and Jihadism. Because of a shortage of critical scholarship about Islam's central narrative, the radical Islamist understanding of it differs too little from that of mainstream Muslims. Neither tends to take sufficient account of the context of the writing, its original purpose or the many interpretive elements that have been overlain. This makes it difficult for mainstream Islamic authorities to counter effectively the radical Islamist discourse or to distinguish moderate and liberal forms of religious practice from radical breakaway forms. In turn, this causes confusion among Muslims, who know the radical Islamists are in error but find it hard to say just why, and even greater confusion and angst among non-Muslims, for whom the allegation that all of Islam is inherently violent and to be feared is clearly being heard by an increasing number. This book sets out to address this problem by applying forms of scholarship that can preserve the best of the Islamic narrative while, at the same time, illustrating just how errant is the radical Islamist understanding of it.

This book moves away from the frameworks that have traditionally guided ethical decision-making in the Western clinical setting, towards an inclusive, non-coercive and, reflective dialogic approach to moral decision-making. Inspired in part by Jurgen Habermas's discourse theory of morality and principles of communicative action, the book offers a proportionist approach as a way of balancing out the wisdom in traditional frameworks, set in the actual reality of the clinical situation at hand. Putting this approach into practice requires having a conversation, a dialogue or a discourse, with collaboration amongst all the stakeholders. The aim of the dialogue is to reach consensus in the decision, via mutual understanding of the values held by the patient and others whom they see as significant. This book aims to underscore the moral philosophical foundations for having a meaningful conversation. Life and Death Decision in the Clinical Setting is especially relevant in our contemporary era, characterised medically by an ever-increasing armamentarium of life-sustaining technology, but also by increasing multiculturalism, a multiplicity of faiths, and increasing value pluralism.

Informed by the most up-to-date research from around the world, as well as examples of good practice, this handbook analyzes values education in the context of a range of school-based measures associated with student wellbeing. These include social, emotional, moral and spiritual growth - elements that seem to be present where intellectual advancement and academic achievement are being maximized. This text comes as 'values education' widens in scope from being concerned with morality, ethics, civics and citizenship to a broader definition synonymous with a holistic approach to education in general. This expanded purview is frequently described as pedagogy relating to 'values' and 'wellbeing'. This contemporary understanding of values education, or values and wellbeing pedagogy, fits well with recent neuroscience research. This has shown that notions of cognition, or intellect, are far more intertwined with social and emotional growth than earlier educational paradigms have allowed for. In other words, the best laid plans about the technical aspects of pedagogy are bound to fail unless the growth of the whole person - social, emotional, moral, spiritual and intellectual, is the pedagogical target. Teachers and educationalists will find that this handbook provides evidence, culled from both research and practice, of the beneficial effects of such a 'values and wellbeing' pedagogy.

At the present time, when so-called Islamic radicalism, terrorism and Jihadism occupy major media space, with Islam often depicted as the main culprit, the book attempts a tour de force. It proposes that Islam is as much victim as culprit in the history that has led to the current hostility. This is because the common claims of both mainstream and radical Islam that Islam represents the high point of the Abrahamic tradition, and therefore a purification of Judaism and Christianity, have been largely ignored, misunderstood or blatantly rejected by these faiths and therefore by 'the West' in general. This rejection has effectively rendered Islam as the poor cousin, if not the illegitimate sibling, of the tradition. In turn, this has created long-term resentment and hostility within Islam as well as robbed the 'Judaeo-Christian West' of a rich, inter-faith understanding of the wider Abrahamic tradition. The book explores these claims through textual, historical and theological analyses, proposing that many of them stand up better to critical scrutiny than has been commonly acknowledged. It further proposes that seeing Islam in this way has potential to re-awaken its self-understanding as a leader of accord among the Abrahamic faiths, of the kind that characterized the era of Convivencia when, in medieval Spain, Islam constructed and contributed to advanced civilizations characterized by relatively harmonious co-existence between Muslims, Christians and Jews. The book focuses on the role that a more respected and self-confident Islam could play in forging enhanced inter-faith relations in a world that desperately needs them as it struggles to understand and deal with modern and particularly vicious forms of radical Islamism.

The role of women in Islamic societies, not to mention in the religion itself, is a defining issue. It is also one that remains resistant to universal dogma, with a wide range of responses to women's social roles across the Islamic world. Reflecting this heterogeneity, the editor of this volume has assembled the latest research on the issue, which combines contemporary with historical data. The material comes from around the world as well as from Muslim and non-Muslim researchers. It takes in work from majority Muslim nations such as Bangladesh, Iran, Iraq, Lebanon, Pakistan, Palestine, Tunisia and Turkey, as well as countries with troubled interfaith relations such as India and Israel. Nations with minority Muslim populations such as France, the UK, Canada and Australia, are also represented. The work also features varying Islamic sub-groups such as the two main ones, Sunni and Shi'a, as well as less well known populations such as the Ismaili Muslims. In each case, the work is underpinned by the very latest socio-theological insights and empirical data.

Some revision of public schooling history is necessary to challenge the dominant mythology that public schools were established on the grounds of values-neutrality. In fact, those responsible for the foundations of public education in Australia were sufficiently pragmatic to know that its success relied on its charter being in accord with public sentiment. Part of the pragmatism was in convincing those whose main experience of education had been through some form of church-based education that state-based education was capable of meeting the same ends. Hence, the documents of the 1870s and 1880s that contained the charters of the various state and territory systems witness to a breadth of vision about the scope of education. Beyond the standard goals of literacy and numeracy, education was said to be capable of assuring personal morality for each individual and a suitable citizenry for the soon-to-be new nation. As an instance, the NSW Public Instr- tion Act of 1880 (cf. NSW, 1912), under the rubric of "religious teaching," stressed the need for students to be inculcated into the values of their society, including understanding the role that religious values had played in forming that society's legal codes and social ethics. The notion, therefore, that public education is part of a deep and ancient heritage around values neutrality is mistaken and in need of se- ous revision. The evidence suggests that public education's initial conception was of being the complete educator, not only of young people's minds but of their inner character as well.

This volume is the first handbook that brings together cutting-edge international research on teacher ethos from a broad array of disciplines. The main focus will be on research that illustrates current conceptualizations of ethos and its importance for acting effectively and responsibly in and out of the classroom. Research will encompass updated empirical and philosophical work that points to the difference in learning when teaching is practised as a moral activity instead of a merely functional one. Authors are among the world's foremost researchers whose work crosses over from moral education into psychology, neuroscience, sociology, philosophy, pedagogy, and curriculum, drawing on these various fields of research. Today, more than ever, we understand that teachers, like other professionals, need more than subject-matter expertise for acting responsibly and doing their best in their daily duties. Doing so requires possessing a guiding system of professional ethics, moral positioning, goals, norms, and values - in other words: a professional ethos. While the handbook concentrates on Western domains in the current era, the work will extend to other cultures and times as well. With this comprehensive range of perspectives, the book will be attractive and useful for researchers on teachers and teaching as well as for teacher educators, curriculum designers, educational officials, and, last-but-not-least, anyone who is interested in what makes a good teacher. This volume is also a tribute to Fritz Oser, a leading scholar in research on ethos, who sadly passed-away during the compilation of this handbook.

This book summarizes and updates findings from the Australian Values Education Program with a focus on the latest international research in the field, both theoretical and practice-based. Further, it provides a theoretical and practical basis for understanding the disenchantment with low-level accountability approaches to learning (e.g. NAPLAN in Australia). In turn, the book demonstrates the effectiveness of Values Education as a holistic pedagogy with the potential to enhance students' learning effects in terms of their personal, social, emotional and academic development. It offers well-tested alternative pedagogical approaches, based on research insights largely originating from actual classroom-based practice.

Research Articles:* Resurrection and Reality in the Theology of Dietrich Bonhoeffer, Christopher RJ Holmes* Bridging the Gap: Dietrich Bonhoeffer's Early Theology and its Influence on Discipleship, Joseph McGarry* Binding Sovereignties: Dietrich Bonhoeffer and the Virtues, Dallas Gingles* Hermann Sasse and Dietrich Bonhoeffer: Churchmen on the Brink, Maurice Schild*'Lord of the (Warming) World': Bonhoeffer's Eco-theological Ethic and the Gandhi Factor, Dianne Rayson & Terence Lovat* Other Article:* The Bonhoeffer Society as Mentor, Keith Clements

The Bonhoeffer Legacy: Australasian Journal of Bonhoeffer Studies is a fully refereed academic journal aimed principally at providing an outlet for an ever expanding Bonhoeffer scholarship in Australia, New Zealand and the South Pacific region, as well as being open to article submissions from Bonhoeffer scholars throughout the world. It also aims to elicit and encourage future and ongoing scholarship in the field. The focus of the journal, captured in the notion of 'Legacy', is on any aspect of Bonhoeffer's life, theology and political action that is relevant to his immense contribution to twentieth century events and scholarship. 'Legacy' can be understood as including those events and ideas that contributed to Bonhoeffer's own development, those that constituted his own context or those that have developed since his time as a result of his work. The editors encourage and welcome any scholarship that contributes to the journal's aims. The journal also has book reviews.

Research Articles:* Resurrection and Reality in the Theology of Dietrich Bonhoeffer, Christopher RJ Holmes* Bridging the Gap: Dietrich Bonhoeffer's Early Theology and its Influence on Discipleship, Joseph McGarry* Binding Sovereignties: Dietrich Bonhoeffer and the Virtues, Dallas Gingles* Hermann Sasse and Dietrich Bonhoeffer: Churchmen on the Brink, Maurice Schild*'Lord of the (Warming) World': Bonhoeffer's Eco-theological Ethic and the Gandhi Factor, Dianne Rayson & Terence Lovat* Other Article:* The Bonhoeffer Society as Mentor, Keith Clements