International Handbook of the Religious, Moral and Spiritual by Marian de Souza, Gloria Durka, Kathleen Engebretson, Visit

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In today’s pluralistic global, many cultures consider a shift within the courting of individuals with spiritual traditions. A corresponding move is a resurgence of curiosity in human spirituality. This instruction manual offers the perspectives of schooling students who interact those ideas each day, in a suite of essays reflecting the foreign nation 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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International Handbook of the Religious, Moral and Spiritual Dimensions in Education (International Handbooks of Religion and Education)

In today’s pluralistic global, many cultures consider a shift within the courting of individuals with spiritual traditions. A corresponding move is a resurgence of curiosity in human spirituality. This guide provides the perspectives of schooling students who interact those techniques on a daily basis, in a suite of essays reflecting the overseas kingdom of the self-discipline.

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Extra resources for International Handbook of the Religious, Moral and Spiritual Dimensions in Education (International Handbooks of Religion and Education)

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The essays in this section draw upon some subjects which can help teachers to better understand some of the various powers and spheres of life that are emerging under globalising conditions. Each of the essays relate these issues and concerns to how educators could guide their responses to the complex reality of postmodern life. Challenges facing religious educators who work with Africans and Hispanics are especially addressed by Roseanne McDougall and Jorge Diez respectively. McDougall explicates the inherently religious dimensions of ‘Sankofa,’ a twenty-first century re-appropriation of indigenous education.

Religious educators are well reminded that Ancient Philosophy and Religious Education 21 ancient wisdom in both Judaism and the Greek world connected education with the desire for order and continuity. In ancient times: to combat the powerful and seductive lure of chaos in various forms, societal or personal, older and more experienced individuals tried their best to prevent the younger generation from falling into the pitfalls confronting them in the nooks and crannies of daily life (Crenshaw, 1998, p.

Contemplation of the essence of objects was another practice. Stoics were to recognise themselves as part of the Whole by elevating themselves to cosmic consciousness though meditation. They were also to recognise that all things are in a process of change. Meditation on death focuses on it as a fundamental law of universal order. Stoics were also to practice ‘pre-exercise’ or ‘pre-meditation’ of evils that we anticipate we might have to bear. This was to be done not only to prepare us to face these realities but also to bring us into contact with cosmic reality.

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