Preface | p. viii |
Introduction | p. 1 |
Spirituality, Religion and Education | p. 8 |
The political dimension and the spiritual dimension | p. 9 |
Distinctiveness, consensus and language | p. 13 |
Ofsted, signals of transcendence and religion | p. 26 |
Transcendence, education and the importance of 'spirituality' | p. 30 |
Agency, Experience and Common Spirituality | p. 39 |
Dewey, religion and religiosity | p. 39 |
Beyond Dewey: religiosity and scientism | p. 44 |
Beyond Dewey: instrumentalism and tradition | p. 46 |
Towards a less partial account of human agency | p. 48 |
MacIntyre, Taylor and the importance of narrative unity | p. 52 |
Taylor on agency, articulation and the inescapability of frameworks | p. 56 |
Kekes, weak inescapability and pluralism | p. 64 |
Agency, experience and a common conception of spirituality | p. 65 |
Culture, Politics and Education | p. 75 |
Introduction | p. 75 |
Haldane, Christian communitarianism and state education | p. 79 |
Newby, White and secular approaches to education | p. 83 |
Macedo, civic education and the culture of liberal democracy | p. 88 |
Social democratic liberalism, cultural interventionism and education | p. 96 |
A look forward | p. 99 |
Varieties of Liberalism, Public Values and Education | p. 105 |
Three cultural justifications for liberal civic education | p. 105 |
Rawls, impartial liberalism and the extent of civic education | p. 107 |
Rawls' political liberalism and the attempt to justify the 'regrettable' effects of the SDL approach to civic education | p. 111 |
Perfectionist liberal approaches to personal education | p. 121 |
Raz, human well-being and the educational importance of autonomy | p. 124 |
The development of autonomy and pluralism | p. 127 |
The development of autonomy, cultural attachment and autonomy driven schooling | p. 129 |
Autonomy, transcendence and the language of spirituality | p. 131 |
Experience, Realism and Spiritual Development | p. 140 |
Spiritual development and the educational inevitability of evaluation | p. 140 |
A map of possible policy assumptions | p. 142 |
The experiential approach | p. 144 |
The non-realist approach | p. 150 |
Instrumentalism and spiritual development | p. 152 |
The presuppositions of theological non-realism and the notion of transcendence | p. 154 |
Critical realism, transcendence and liberalism | p. 156 |
Realism, transcendence and virtue | p. 157 |
Pluralism and the Limits of Common Schooling | p. 165 |
Introduction | p. 165 |
Liberalism, universalism and procedural imperialism | p. 168 |
The politics of pluralism and the ideology of pluralism | p. 169 |
The paradox of pluralist education | p. 172 |
The politics of civic pluralism | p. 174 |
Conservatism and the conservation of civil society | p. 176 |
Conservatism and civic pluralism | p. 178 |
Conservatism and commonality | p. 182 |
Pluralism, conservatism and the common school | p. 187 |
Conclusions | p. 195 |
Appendix 1 | p. 198 |
Appendix 2 | p. 202 |
Bibliography | p. 204 |
Index | p. 214 |
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