By Marian de Souza, Gloria Durka, Kathleen Engebretson, Visit Amazon's Robert Jackson Page, search results, Learn about Author Central, Robert Jackson, , Andrew McGrady
In today’s pluralistic international, many cultures consider a shift within the dating of individuals with non secular traditions. A corresponding move is a resurgence of curiosity in human spirituality. This guide provides the perspectives of schooling students who interact those techniques each day, in a set of essays reflecting the foreign country of the self-discipline. Out of those rises a imaginative and prescient for the emergence of a simply and peaceable global.
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Additional info for International Handbook of the Religious, Moral and Spiritual Dimensions in Education (International Handbooks of Religion and Education)
Zeno, the founder of the Stoic school was praised for the education he gave to young people, the remarkable life he led, as well as the harmony between his life and his teachings. Stoic schools in Greece were very influential in educating ordinary citizens and leaders. As noted earlier, prominent Romans who studied in Athens, developed Stoic philosophy and embraced the Stoic way of life. Stoics believed that the only evil in the world is moral evil and that there is no good but moral good, which they called duty or virtue.
The philosophy of Neo-Scholasticism or Neo-Thomism, a modern version of the philosophy of the 13th century Dominican friar Thomas Aquinas, was to serve as ancilla theologiae, the handmaid of Scholastic theology. In studying the modern interpreters of St. Thomas and other 13th century philosophers the subjects were logic, epistemology, ontology or metaphysics, theodicy, philosophical psychology and ethics. The approach was rational, at times close to the reasoning and proofs one finds in mathematics.
The fourth section includes essays which highlight some emerging theoretical issues and critical concerns which have bearing on the religious, moral, and spiritual dimensions of education. Part 1: Philosophical Perspectives on Religious Education There are seven essays in this part which offer varying philosophical perspectives on religious education. The authors are from the United States, England, Latvia and New Zealand. The first essay, ‘Ancient philosophy in religious education: Education as initiation into a way of life,’ is written by John L.